Signature and Name of Invigilator
(To be filled by the Candidate)
1. (Signature)
(Name)
2. (Signature)
(Name)
J—0 9 0 5 PAPER—II
Time : 1¼ hours] EDUCATION
Number of Pages in this Booklet : 16
Instructions for the Candidates
1. Write your roll number in the space provided on the top of
this page.
2. This paper consists of fifty multiple-choice type of questions.
3. At the commencement of examination, the question booklet
will be given to you. In the first 5 minutes, you are
requested to open the booklet and compulsorily examine it
as below :
(i) To have access to the Question Booklet, tear off the
paper seal on the edge of this cover page. Do not
accept a booklet without sticker-seal and do not accept
an open booklet.
(ii) Tally the number of pages and number of questions
in the booklet with the information printed on the
cover page. Faulty booklets due to pages/questions
missing or duplicate or not in serial order or any
other discrepancy should be got replaced immediately
by a correct booklet from the invigilator within the
period of 5 minutes. Afterwards, neither the question
booklet will be replaced nor any extra time will be
given.
(iii) After this verification is over, the Serial No. of the
booklet should be entered in the Answer-sheets and
the Serial No. of Answer Sheet should be entered on
this Booklet.
4. Each item has four alternative responses marked (A), (B),
(C) and (D). You have to darken the oval as indicated
below on the correct response against each item.
Example : A B C D
where (C) is the correct response.
5. Your responses to the items are to be indicated in the Answer
Sheet given inside the Paper I booklet only. If you mark
at any place other than in the ovals in the Answer Sheet, it
will not be evaluated.
6. Read instructions given inside carefully.
7. Rough Work is to be done in the end of this booklet.
8. If you write your name or put any mark on any part of the
test booklet, except for the space allotted for the relevant
entries, which may disclose your identity, you will render
yourself liable to disqualification.
9. You have to return the test question booklet to the
invigilators at the end of the examination compulsorily
and must not carry it with you outside the Examination
Hall.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. There is NO negative marking.
J—0905
Answer Sheet No. : ......................................................
Roll No.
(In figures as per admission card)
Roll No.
(In words)
Test Booklet No.
[Maximum Marks : 100
Number of Questions in this Booklet : 50
ÂÚUèÿææçÍüØô¢ ·ð¤ çÜ° çÙÎðüàæ
1. ÂãÜðU ÂëDU ·ð¤ ª¤ÂÚU çÙØÌ SÍæÙ ÂÚU ¥ÂÙæ ÚUôÜU ِÕÚU çÜç¹°Ð
2. §â ÂýàÙ-˜æ ×𢠿æâ Õãéçß·¤ËÂèØ ÂýàÙ ãñ¢Ð
3. ÂÚUèÿææ ÂýæڐUÖ ãôÙð ÂÚU, ÂýàÙ-ÂéçSÌ·¤æ ¥æ·¤ô Îð Îè ÁæØð»èÐ ÂãÜðU ÂUæ¡¿ ç×ÙÅU
¥æ·¤ô ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ÌÍæ ©â·¤è çِÙçÜç¹Ì Áæ¡¿ ·ð¤ çÜ° çÎØð
ÁæØð¢»ð çÁâ·¤è Áæ¡¿ ¥æ·¤ô ¥ßàØ ·¤ÚUÙè ãñ Ñ
(i) ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ·ð¤ çÜ° ©â·ð¤ ·¤ßÚU ÂðÁ¤ÂÚU Ü»è ·¤æ»Á ·¤è
âèÜ ·¤ô ȤæǸU Üð¢UÐ ¹éÜè ãé§ü Øæ çÕÙæ SÅUè·¤ÚU-âèÜU ·¤è ÂéçSÌ·¤æ
Sßè·¤æÚU Ù ·¤Úð¢UÐ
(ii) ·¤ßÚU ÂëDU ÂÚU ÀUÂð çÙÎðüàææÙéâæÚU ÂýàÙ-ÂéçSÌ·¤æ ·ð¤ ÂëDU ÌÍæ ÂýàÙô¢ ·¤è
⢁Øæ ·¤ô ¥‘ÀUè ÌÚUã ¿ñ·¤ ·¤ÚU Üð¢U ç·¤ Øð ÂêÚðU ãñ¢UÐ ÎôáÂê‡æü ÂéçSÌ·¤æ
çÁÙ×ð¢ ÂëDU / ÂýàÙ ·¤× ãô¢ Øæ ÎéÕæÚUæ ¥æ »Øð ãô¢ Øæ âèçÚUØÜU ×ð¢ Ù ãô¢
¥ÍæüÌ ç·¤âè Öè Âý·¤æÚU ·¤è ˜æéçÅUÂê‡æü ÂéçSÌ·¤æ Sßè·¤æÚU Ù ·¤Úð¢U ÌÍæ
©âè â×Ø ©âð ÜUõÅUæ·¤ÚU ©â·ð¤ SÍæÙ ÂÚU ÎêâÚUè âãè ÂýàÙ-ÂéçSÌ·¤æ
Üð Üð¢Ð U §â·ð¤ çÜ° ¥æ·¤ô Âæ¡¿ ç×ÙÅU çÎØð ÁæØð¢»ðÐ ©â·ð¤ ÕæÎ Ù
Ìô ¥æ·¤è ÂýàÙ-ÂéçSÌ·¤æ ßæÂâ Üè ÁæØð»è ¥õÚU Ù ãè ¥æ·¤ô
¥çÌçÚUQ¤ â×Ø çÎØæ ÁæØð»æÐ
(iii) §â Áæ¡¿ ·ð¤ ÕæÎ ÂýàÙ-ÂéçSÌ·¤æ ·¤è R¤× ⢁Øæ ©žæÚU-˜淤 ÂÚU ¥¢ç·¤Ì
·¤Úð¢U ¥UõÚU ©žæÚU-˜淤 ·¤è R¤×¤â¢Øæ §â ÂýàÙ-ÂéçSÌ·¤æ ÂÚU ¥¢ç·¤Ì ·¤ÚU
ÎðТ
4. ÂýˆØð·¤ ÂýàÙ ·ð¤ çÜ° ¿æÚU ©žæÚU çß·¤Ë (A), (B), (C) ÌÍæ (D) çÎØð »Øð ãñ¢Ð
¥æ·¤ô âãè ©žæÚU ·ð¤ Îèƒæüßëžæ ·¤ô ÂðÙ âð ÖÚU·¤ÚU ·¤æÜæ ·¤ÚUÙæ ãñ Áñâæ ç·¤ Ùè¿ð
çιæØæ »Øæ ãñÐ
©ÎæãÚU‡æ Ñ A B C D
ÁÕç·¤ (C) âãè ©žæÚU ãñÐ
5. ÂýàÙô¢ ·ð¤ ©žæÚU ·ð¤ßÜU Âýà٠˜æ I ·ð¤ ¥‹ÎÚU çÎØð »Ø𠩞æÚU-˜淤 ÂÚU ãè ¥¢ç·¤Ì
·¤ÚUÙð ãñ¢Ð ØçÎ ¥æ ©žæÚU ˜淤 ÂÚU çÎØð »Øð Îèƒæüßëžæ ·ð¤ ¥Üæßæ ç·¤âè ¥‹Ø
SÍæÙ ÂÚU ©žæÚU 翋ãæ¢ç·¤Ì ·¤ÚUÌð ãñ, Ìô ©â·¤æ ×êËUØ梷¤Ù Ùãè¢ ãô»æÐ
6. ¥‹ÎÚU çÎØð »Øð çÙÎðüàæô¢ ·¤ô ŠØæÙÂêßü·¤ Âɸð¢UÐ
7. ·¤“ææ ·¤æ× (Rough Work) §â ÂéçSÌ·¤æ ·ð¤ ¥ç‹Ì× ÂëDU ÂÚU ·¤Úð¢UÐ
8. ØçÎ ¥æ ©žæÚU-ÂéçSÌ·¤æ ÂÚU ¥ÂÙæ Ùæ× Øæ °ðâæ ·¤ô§ü Öè çÙàææÙ çÁââð ¥æ·¤è
Âã¿æÙ ãô â·ð¤, ¤ç·¤âè Öè Öæ» ÂÚU ÎàææüÌð Øæ ¥¢ç·¤Ì ·¤ÚUÌð ãñ¢ Ìô ÂÚUèÿææ ·ð¤
çÜØð ¥Øô‚Ø ƒæôçáÌ ·¤ÚU çÎØð ÁæØð¢»ðÐ
9. ¥æ·¤ô ÂÚUèÿææ â×æ# ãôÙð ¤ÂÚU ©žæÚU-ÂéçSÌ·¤æ çÙÚUèÿæ·¤ ×ãôÎØ ·¤ô ÜUõÅUæÙæ
¥æßàØ·¤ ãñ ¥õÚU ÂÚUèÿææ â×æç# ·ð¤ ÕæÎ ¥ÂÙð âæÍ ÂÚUèÿææ ÖßÙ âð ÕæãÚU Ù
Üð·¤ÚU ÁæØð¢Ð
10. ·ð¤ßÜ ÙèÜð / ·¤æÜð ÕæÜU Œßæ§ZÅU ÂñÙ ·¤æ ãè §SÌð×æÜ ·¤Úð¢UÐ
11. ç·¤âè Öè Âý·¤æÚU ·¤æ ⢻‡æ·¤ (·ñ¤Ü·é¤ÜðÅUÚU) UØæ Üæ» ÅðUÕÜ ¥æçÎ ·¤æ
ÂýØô» ßçÁüÌ ãñÐ
12. »ÜÌ ©žæÚU ·ð¤ çÜ° ¥¢·¤ Ùãè¢ ·¤æÅðU ÁæØð¢»ðÐ
1 P.T.O.
 EDUCATION
PAPER—II

Note : This paper contains fifty (50) multiple-choice questions, each question carrying
two (2) marks. Attempt all of them.

1. A teacher is teaching students that they should not get irritated with others views even
if they are against their views. He is taking care of their__________.
(A) Cognitive Development (B) Emotional Development
(C) Physical Development (D) Social Development

2. A student says ‘I must master problem solving skills in mathematics and become a
great mathematician and to achieve this I am working hard’ The student has :
(A) Intrinsic motivation (B) Extrinsic motivation
(C) Mathematical motivation (D) Higher motivation

3. Advanced and enriched instructional materials, if developed and used in the schools,
will help the :
(A) Gifted children (B) backward children
(C) learning disabled children (D) mentally retarded children

4. A teacher must know educational psychology so that he may :

(A) understand the goals of education
(B) develop appropriate methods of teaching
(C) make selection of appropriate content
(D) devise suitable techniques of evaluation.

5.. The rate of physical growth of children is more :

(A) in early childhood than in later childhood
(B) in later childhood than in adolescence
(C) in adolescence than in early childhood
(D) in adulthood than in adolescence

6. ‘Draw a Man’ test is :

(A) a drawing test (B) an intelligence test
(C) manual dexterity test (D) an emotional test

7. In the context of the role of heredity and environment in personality development,

which of the following is true ?
(A) good heredity can make up for poor environment
(B) heredity and environment have equal contribution
(C) poor environment can supress good heredity
(D) good environment can make up for poor heridity

J—0905 2
 çàæÿææ

ÂýàÙÂ˜æ —II

ÙôÅU Ñ §â ÂýàÙ˜æ ×𢠿æâ (50) Õãé-çß·¤ËÂUèØ ÂýàÙ ãñ¢Ð ÂýˆØð·¤ ÂýàÙ ·ð¤ Îô (2) ¥¢·¤ ãñ¢Ð âÖè ÂýàÙô¢ ·ð¤ ©žæÚU
ÎèçÁ°Ð

1. °·¤ ¥ŠØæ·¤ çßlæçÍüØæð´ ·¤æð ÂÉæ Úãæ ãñ ç·¤ ØçÎ ÎêâÚæð´ ·ð¤ çß¿æÚ ¥æ·ð¤ çß¿æÚæð´ ·ð¤ çßÂÚèÌ ãæð´ Ìæð Öè ©‹ãð´
©žæðçÁÌ Ùãè ãæðÙæ ¿æçãØðÐ ßã ©Ù·ð¤....................·¤æ ŠØæÙ Ú¹ Úãæ ãñÐ
(A) ⴙææÙæˆ×·¤ çß·¤æâ (B) Öæßæˆ×·¤ çß·¤æâ
(C) àææÚèçÚ·¤ çß·¤æâ (D) âæ×æçÁ·¤ çß·¤æâ

2. °·¤ çßlæÍèü ·¤ãÌæ ãñ ç·¤ ×éÛæð °·¤ ×ãæÙ »ç‡æ̙æ ÕÙÙð ·ð¤ çÜ° â×SØæ çÙÚæ·¤Ú‡æ ·¤æñàæËØ ÂÚ ÂýÖéˆß
ÂýæŒÌ ·¤ÚÙæ ¿æçãØð ¥æñÚ ©âè ·¤è ÂýæçŒÌ ·ð¤ çÜ° ×ñ ·¤çÆÙ Âçڟæ× ·¤Ú Úãæ ãê¡Ð §â çßlæÍèü ×ð´....................ãñÐ
(A) ¥æ‹ÌçÚ·¤ Âýðڇææ (B) Õæs Âýðڇææ (C) »ç‡æÌèØ Âýðڇææ (D) ©“æ Âýðڇææ

3. ØçÎ ©“æ ß âÂóæ àæñÿæç‡æ·¤ âæ×»ýè ·¤æ çß·¤æâ ç·¤Øæ ÁæØ ÌÍæ S·ê¤Üæð´ ×ð´ ©â·¤æ ©ÂØæð» ç·¤Øæ ÁæØ Ìæð Øã
........................·¤æð ×ÎÎ ·¤Úð»æÐ
(A) ÂýçÌÖæàææÜè Փæð (B) çÂÀǸð Փæð

(C) ¥çÏ»× ÕæŠØ Փæð (D) ׋ΠÕéhè Փæð

4. °·¤ ¥ŠØæ·¤ ·¤æð àæñçÿæ·¤ ×ÙæðçߙææÙ ·¤æ ™ææÙ ¥ßàØ ãæðÙæ ¿æçã° Ìæç·¤ ßã Ñ
(A) çàæÿææ ·ð¤ ©gðàØæð´ ·¤æð â×Ûæ â·ð´¤Ð (B) ©ç¿Ì çàæÿæ‡æ çßçÏØæð´ ·¤æ çß·¤æâ ·¤Ú â·ð´¤Ð

(C) ©ç¿Ì çßáØ-ßSÌé ·¤æ ¿ØÙ ·¤Ú â·ð´¤Ð (D) ×êËØæ´·¤Ù ·¤è âãè çßçÏØæ¡ ¥ÂÙæ â·ð´¤Ð

5. Փææð´ ·¤è àææÚèçÚ·¤ ßëçh ·¤è ÎÚ ¥çÏ·¤ ãæðÌè ãñ Ñ

(A) Âêßü Õ¿ÂÙ ×ð´, ©žæÚ Õ¿ÂÙ ·¤è ÕÁæØÐ (B) ©žæÚ Õ¿ÂÙ ×ð´, ç·¤àææðÚæßSÍæ ·¤è ÕÁæØÐ
(C) ç·¤àææðÚæßSÍæ ×ð´, Âêßü Õ¿ÂÙ ·¤è ÕÁæØÐ (D) ÂýæñɸæßSÍæ ×ð´, ç·¤àææðÚæßSÍæ ·¤è ÕÁæØÐ

6. ÒÇþæ ° ×ñÙÓ ÅðSÅ °·¤ Ñ

(A) Çþ槴» ÂÚèÿæ‡æ ãñ (B) Õéçh ÂÚèÿæ‡æ ãñ

(C) àææÚèçÚ·¤ çÙÂé‡æÌæ ÂÚèÿæ‡æ ãñ (D) â´ßð»æˆ×·¤ ÂÚèÿæ‡æ

7. ÃØç€Ìˆß ·ð¤ çß·¤æâ ×ð´ çßÚæâÌ ÌÍæ ÂçÚßðàæ ·¤è Öêç×·¤æ ·ð¤ âÕ‹Ï ×ð´ çِ٠×ð´ âð ·¤æñÙâè ÕæÌ âãè ãñ?
(A) ¥‘Àè çßÚæâÌ, ÕéÚð ÂçÚßðàæ ·¤è ÿæçÌ ÂêçÌü ·¤Ú â·¤Ìè ãñÐ
(B) çßÚæâÌ ÌÍæ ÂçÚßðàæ ·¤æ Øæð»ÎæÙ ÕÚæÕÚ ãæðÌæ ãñÐ
(C) ÕéÚæ ÂçÚßðàæ, ¥‘Àè çßÚæâÌ ·¤æð ÎÕæ â·¤Ìæ ãñÐ
(D) ¥‘Àæ ÂçÚßðàæ, ÕéÚè çßÚæâÌ ·¤è ÿæçÌÂêçÌü ·¤Ú â·¤Ìæ ãñÐ

J—0905 3 P.T.O.
8. Which of the following is associated with the Guilford’s structure of Intellect Model ?
(A) ‘g’ and ‘s’ factors (B) fluid and critalized intelligence
(C) memory of symbolic classes (D) word fluency

9. Which of the following is NOT a feature of adolescence period ?

(A) faster physical development (B) clear and stable self-concept
(C) increased interest in opposite sex (D) heightened emotional tendencies

10. Which of the following statements is true regarding relation between creativity and
intelligence ?
(A) To be creative, certain level of intelligence is essential.
(B) A person with high intelligence must be creative
(C) A person with low intelligence may be creative.
(D) There is no relationship between intelligence and creativity.

11. A student was solving the mathematical problems and got puzzled with one. After
devoting sometime in thinking about the solution he suddenly got a clue and solved
the problem. It is learning through :
(A) operant conditioning (B) classical conditioning
(C) insight (D) hierarchical approach

12. If a teacher uses programmed learning material to teach students, then which one of
the following may NOT be accomodated :
(A) Active involvement of students (B) Insightful learning
(C) learning at students’ own pace (D) Providing feedback

13. Which of the following ‘pillars of education’ has its support from sociology ?
(A) learning to know (B) learning to be
(C) learning to do (D) learning to live peacefully with others

14. Match the following :

A B
(a) Socialisation (i) religion
(b) collaborative activities (ii) school
(c) democratic practices (iii) home
(d) cultural practices (iv) state
(v) village
(a) (b) (c) (d)
(A) (i) (ii) (iii) (v)
(B) (iv) (ii) (v) (i)
(C) (iii) (ii) (iv) (v)
(D) (v) (iv) (i) (ii)

J—0905 4
8. çِ٠×ð´ âð 緤⠷¤æ âÕ‹Ï ç»ÜȤæñÇü ·ð¤ SÅþ€¿Ú ¥æòȤ §‹ÅñÜñ€Å ·ð¤ ÂýçÌ×æÙ âð ãñ?
(A) ÒgÓ ÌÍæ ÒsÓ ·¤æÚ·¤ (B) ÌÚÜ ÌÍæ ÚßæÎæÚ Õéçh
(C) ÂýÌè·¤æˆ×·¤ â×êãæð´ ·¤æ S×ڇæ (D) àæŽÎ-Âýßæã

9. çِ٠×ð´ âð ·¤æñÙâè ç·¤àææðÚæßSÍæ ·¤è çßàæðáÌæ Ùãè´ ãñ?

(A) ÌðÁ àææÚèçÚ·¤ çß·¤æâ (B) SÂC ÌÍæ SÍæØè ¥æˆ×-Ïæڇææ
(C) çßÂÚèÌ-çÜ´» ×ð´ ¥çÏ·¤ L¤ç¿ (D) ¥çÏ·¤ â´ßðÎÙàæèÜ Âý·ë¤çÌ

10. âëÁÙàæèÜ ÌÍæ Õéçh ·ð¤ âÕ‹Ï ·ð¤ â‹ÎÖü ×ð´ çِ٠×ð´ âð ·¤æñÙâæ ·¤ÍÙ âãè ãñ?
(A) âëÁÙàæèÜ ãæðÙð ·ð¤ çÜ° °·¤ çßàæðá SÌÚ Ì·¤ Õéçh ·¤æ ãæðÙæ ¥æßàØ·¤ ãñÐ
(B) ©“æ Õéçh ßæÜæ ÃØç€Ì âëÁÙàæèÜ ¥ßàØ ãæð»æÐ
(C) çِÙ/·¤× Õéçh ßæÜæ ÃØç€Ì Öè âëÁÙàæèÜ ãæð â·¤Ìæ ãñÐ
(D) Õéçh ÌÍæ âëÁÙàæèÜÌæ ×ð´ ·¤æð§ü âÕ‹Ï Ùãè´ ãñÐ

11. °·¤ Àæ˜æ »ç‡æÌ ·ð¤ ÂýàÙ ·¤ÚÌð ãé° °·¤ ÂýàÙ ÂÚ ¥Å·¤ »ØæÐ ·é¤À â×Ø âæð¿Ùð ·ð¤ ÕæÎ ¥¿æÙ·¤ ©âð Øéç€Ì
âêÛæè ÌÍæ â×SØæ ãÜ ãæð»§üÐ §â Âý·¤æÚ ·ð¤ ¥çÏ»× ·¤æð ·¤ãÌð ãñ´Ñ
(A) â·ý¤èØ ¥ÙéՋÏÙ (B) €Üæçâ·¤èØ ¥ÙéՋÏÙ
(C) âê€Ì mæÚæ ¥çÏ»× (D) Ÿæð‡æèÕh ÂýçßçÏ

12. ØçÎ ·¤æð§ü ¥ŠØæ·¤ çàæÿæ‡æ ·¤æØü ×ð´ ¥çÖ·ý¤ç×Ì ¥çÏ»× Âýç·ý¤Øæ ·¤æ ©ÂØæð» ·¤ÚÌæ ãñ Ìæð çِ٠×ð´ âð 緤⠷¤æð
â×æØæðç»Ì Ùãè ç·¤Øæ Áæ â·¤Ìæ?
(A) Àæ˜ææð´ ·¤æ â·ý¤èØ ÂýçÌÖæ‡æÙ (B) âêÛæ ÕêÛæ Âê‡æü ¥çÏ»×
(C) Àæ˜ææð´ mæÚæ ©Ù·¤è »çÌ ·ð¤ ¥ÙéâæÚ ¥çÏ»× (D) ÂéÙÕüÜÙ ÂýÎæÙ ·¤ÚÙæ

13. çِ٠×ð´ âð ‘çàæÿææ ·ð¤ ·¤æñÙ âð SÌ´Öæ𴑠·¤æð â×æÁ àææS˜æ âð âãæÚæ ç×Üæ ãñ´?
(A) ™ææÙ ·ð¤ çÜ° âè¹Ùæ (B) ãæðÙð ·ð¤ çÜ° âè¹Ùæ
(C) ·¤ÚÙð ·ð¤ çÜ° âè¹Ùæ (D) ÎêâÚæð´ ·ð¤ âæÍ àææ´çÌÂêßü·¤ ÚãÙæ âè¹Ùæ

14. çِ٠·¤æ ç×ÜæÙ ·¤èçÁ° Ñ

(A) (B)
(a) âæ×æÁ跤ڇæ (i) Ï×ü
(b) âãØæð»æˆ×·¤ ç·ý¤Øæ·¤Üæ (ii) çßlæÜØ
(c) ÂýÁæÌæ´ç˜æ·¤ ¥æ¿Ú‡æ (iii) ƒæÚ
(d) âæ´S·ë¤çÌ·¤ ¥æ¿Ú‡æ (iv) Úæ’Ø
(v) »æ´ß
·ê¤Å Ñ (a) (b) (c) (d)
(A) (i) (ii) (iii) (v)
(B) (iv) (ii) (iii) (i)
(C) (iii) (ii) (iv) (v)
(D) (v) (iv) (i) (ii)

J—0905 5 P.T.O.
 ss

15. Modernisation in its true sense is :

(A) development of science and scientific attitude
(B) enjoyment of more comforts in life
(C) adopting western culture
(D) changing the way of life

16. What decides mostly the social stratification in rural India even today ?
(A) size of family (B) cultural practices
(C) land ownership (D) political affiliation

17. Neighbourhood school policy will become successful if :

(A) quality of education in all primary schools is uniformly good
(B) equal opportunity to all students is provided
(C) compulsary primary education is enforced.
(D) there is increase in the enrolment of girls in the primary education.

18. Which of the following is mainly culturally decided ?

(A) social equity (B) social stratification
(C) economic disadvantage (D) social mobility

19. (a) Assertion : Drop outs are from poor families.

(b) Reason : In poor families parents are illiterate
(A) Both (a) and (b) are correct (B) Both (a) and (b) are not correct
(C) (a) alone is correct (D) (b) alone is correct

20. Reservation policy promotes :

(A) social equity (B) equality of opportunity
(C) social mobility (D) Social stratification

21. Which of the following relates to sociological aspect of education ?

(A) reservation in admissions (B) operation blackboard
(C) free distribution of books (D) universal retention

22. Education during the British period is more :

(A) elitist (B) egalitarion
(C) democratic (D) modernist

23. Which of the following is NOT probabilistic sampling ?

(A) snow ball sampling (B) systematic sampling
(C) cluster sampling (D) stratified proportionate sampling

24. Which of the following statement is NOT correct ?

(A) A characteristic can be a variable provided the standard deviation value is greater
than zero.
(B) The research title must indicate variable, population and research method
(C) Parameters are to be computed from the data of entire population
(D) There is no difference between parameter and statistics in case of sample.

J—0905 6
15. ¥æÏéçÙ·¤è·¤Ú‡æ ·¤æ âãè ¥çÖÂýæØ ãñ Ñ
(A) çߙææÙ ¥æñÚ ßñ™ææçÙ·¤ ÎëçC·¤æð‡æ ·¤æ çß·¤æâ (B) ÁèßÙ ×ð´ ¥çÏ·¤ ¥æÚæ× Öæð»Ùæ
(C) Âæà¿æˆØ â´S·ë¤çÌ ¥ÂÙæÙæ (D) ÁèßÙ ·¤è Úæã ÕÎÜÙæ

16. »ýæ×è‡æ ÖæÚÌ ×ð´ ßÌü×æÙ ×ð´ âæ×æçÁ·¤ SÌÚè·¤Ú‡æ ·¤æð çÙÏæüçÚÌ ·¤ÚÙð ×ð´ ¥çÏ·¤ ÂýÖæß ãñ Ñ
(A) ÂçÚßæÚ ·¤æ ¥æ·¤æÚ (B) âæ´S·ë¤çÌ·¤ ÚèçÌØæ¡
(C) Öêç× Sßæç×ˆß (D) ÚæÁÙñçÌ·¤ âÕhÌæ

17. ÂǸæñâè çßlæÜØ ÙèçÌ âÈ¤Ü ãæð»è ØçÎ Ñ

(A) âÖè ÂýæÍç×·¤ çßlæÜØæð´ ×ð´ çàæÿææ ·¤è »é‡æߞææ â×æÙ M¤Â â𠥑Àè ãæðÐ
(B) âÖè çßlæçÍüØæð´ ·¤æð â×æÙ ¥ßâÚ ÂýÎæÙ ç·¤Øð ÁæÌð ãñ´Ð
(C) ¥çÙßæØü ÂýæÍç×·¤ çàæÿææ Üæ»ê ·¤è ÁæÌè ãñÐ
(D) ÂýæÍç×·¤ çàæÿææ ×ð´ ÜǸ緤Øæð´ ·ð¤ Ùæ×æ´·¤Ù ×ð´ ßëçh ãæðÌè ãñÐ

18. çِ٠âð 緤ⷤæ çÙÏæüڇæ ×éØ M¤Â âð â´S·ë¤çÌ mæÚæ ãæðÌæ ãñÐ
(A) âæ×æçÁ·¤ âæØ (B) âæ×æçÁ·¤ SÌÚ跤ڇæ
(C) ¥æçÍü·¤ Ùé·¤âæÙ (D) âæ×æçÁ·¤ »çÌàæèÜÌæ

19. Îëɸ ·¤ÍÙ (a) Ñ çßlæÜØ ˆØæ»Ùð ßæÜð »ÚèÕ ÂçÚßæÚæð´ âð ãñÐ
·¤æڇæ (b) Ñ »ÚèÕ ÂçÚßæÚæð´ ×ð´ ×æÌæ çÂÌæ ¥çàæçÿæÌ ãñÐ
(A) Îëɸ ·¤ÍÙ (a) ¥æñÚ ·¤æڇæ (b) ÎæðÙæð´ âãè ãñÐ (B) Îëɸ ·¤ÍÙ (a) ¥æñÚ ·¤æڇæ (b) ÎæðÙæð´ »ÜÌ ãñÐ
(C) ·ð¤ßÜ Îëɸ ·¤ÍÙ (a) âãè ãñÐ (D) ·ð¤ßÜ ·¤æڇæ (b) âãè ãñÐ

20. ¥æÚÿæ‡æ ÙèçÌ ÂýæðˆâæãÙ ÎðÌè ãñÐ

(A) âæ×æçÁ·¤ â×ÎëçC ·¤æð (B) ¥ßâÚæð´ ·¤è â×æÙÌæ ·¤æð
(C) âæ×æçÁ·¤ »çÌàæèÜÌæ ·¤æð (D) âæ×æçÁ·¤ SÌÚè·¤Ú‡æ ·¤æð

21. çِ٠×ð´ âð ·¤æñÙâæ çàæÿææ ·ð¤ âæ×æçÁ·¤ ÂãÜê âð âÕç‹ÏÌ ãñ?
(A) Âýßðàæ ×ð´ ¥æÚÿæ‡æ (B) ¥æÂÚðàæÙ ŽÜñ·¤ ÕæðÇü
(C) ÂéSÌ·¤æð´ ·¤æ çÙàæéË·¤ çßßڇæ (D) âæßüÖæñç×·¤ ÆãÚæß

22. çÕýçÅàæ ·¤æÜ ×ð´ çàæÿææ ¥çÏ·¤ Ñ

(A) çßçàæC ß»èüØ (B) â×ÌæßæÎè (C) ÂýÁæÌæ´ç˜æ·¤ (D) ¥æÏéçÙ·¤ßæÎè

23. çِÙçÜç¹Ì ×ð´ âð ·¤æñÙâæ â´ÖæçßÌæÂê‡æü ‹ØæÎàæü Ùãè´ ãñ?

(A) SÙæð ÕæÜ ‹ØæÎàæü (B) âéÃØßçSÍÌ ‹ØæÎàæü
(C) â×êã-‹ØæÎàæü (D) SÌçÚÌ â×æÙéÂæÌè ‹ØæÎàæü

24. çِ٠×ð´ âð ·¤æñÙâæ ·¤ÍÙ âãè Ùãè´ ãñ?

(A) ßã çßàæðáÌæ ¿Ú ãæð»è çÁâ·¤æ ×æÙ·¤ çß¿ÜÙ ·¤æ ×æÙ àæê‹Ø âð ¥çÏ·¤ ãæðÐ
(B) àææðÏ ·ð¤ àæèáü·¤ ×ð´ ¿Ú, Á٠ⴁØæ ¥æñÚ àææðÏ çßçÏ ÂýÎçàæüÌ ãæðÙð ¿æçãØðÐ
(C) Âê‡æü ÁÙⴁØæ ·ð¤ ÂýΞææ𴠷𤠥æÏæÚ ÂÚ Âýæ¿Ü ·¤è »‡æÙæ ·¤è ÁæÌè ãñÐ
(D) ‹ØæÎàæü ·ð¤ â´ÎÖü ×ð´ Âýæ¿Ü ¥æñÚ âæ´çØ·¤è ×ð´ ·¤æð§ü ¥‹ÌÚ Ùãè´ ãñÐ

J—0905 7 P.T.O.
25. Read the following title of a research in education.
(i) An evaluation of SSA programme
(ii) An evaluation of SSA programme in UP state
(iii) An evaluation of SSA programme in terms of enrolment of students in UPstate.
(iv) An evaluation of SSA programme in terms of reaction towards SSA programme
of parents of students in UP state
The most appropriate title of research in education is :
(A) (ii) as well as (iii) titles.
(B) (i) and (iv) titles
(C) (iii) as well as (iv) titles
(D) (i) as well as (ii) titles

26. Clique in sociogram indicates :

(A) centre of choice (B) competent person
(C) mutual inclusive sub-group (D) most liked person

27. Hypothesis is a statement about :

(A) the relationship between two variables
(B) intelligent guess of the solution of the problem
(C) the tentative solution of the problem
(D) all the above

28. In experimental research, the variable manipulated by the experimenter is :

(A) dependent variable (B) independent variable
(C) extraneous variable (D) confounding variable

29. For computing the value of t, one must calculate :

(A) mean deviations
(B) mean values
(C) means as well as standard error of difference between means
(D) standard deviation

30. In order to know the status of education all facilities in a district, the most suitable
research method will be :
(A) Historical method (B) case study method
(C) Experimental method (D) survey method

31. Negative correlation between achievement in science and language indicates that :
(A) Improvement in Science Achievement will accompany decline in Language
Achievement
(B) Change in Science Achievement will not effect Language Achievement
(C) Decrease in Science Achievement will result in decrease in Language Achievement
(D) Improvement in Science Achievement will result in improvement in Language
Achievement

J—0905 8
25. çÙ¿ð çÎØð »Øð çàæÿææ àææðÏ ·ð¤ àæèáü·¤ Âɸæð´ Ñ
I. °â.°â.°. ·¤æØü·ý¤× ·¤æ ×êËØæ´·¤Ù
II. Øê.Âè. Úæ’Ø ×ð´ °â.°â.°. ·¤æØü·ý¤× ·¤æ ×êËØæ´·¤Ù
III. Øê.Âè. Úæ’Ø ×ð´ °â.°â.°. ·¤æØü·ý¤× ·¤æ ×êËØæ´·¤Ù çßlæçÍüØæð´ ·ð¤ Ùæ×æ´·¤Ù ·ð¤ ¥æÏæÚ ÂÚ ¥ŠØØÙÐ
IV. Øê.Âè. Úæ’Ø ×ð´ °â.°â.°. ·¤æØü·ý¤× ·¤æ ×êËØæ·´¤Ù çßlæçÍüØæð´ ·ð¤ ÂæÜ·¤æð ·¤è °â °â ° ·¤æØüR¤× ·ð¤
ÂýçÌ ÂýçÌç·ý¤Øæ ·ð¤ ¥æÏæÚ ÂÚ ¥ŠØØÙÐ
©ÂÚæð€Ì ×ð´ âð çàæÿææ àæŽÎ ·¤æ ©ÂØé€Ì àæèáü·¤ ãñ Ñ
(A) II ¥æñÚ III àæèáü·¤ (B) I ¥æñÚ IV àæèáü·¤
(C) III ¥æñÚ IV àæèáü·¤ (D) I ¥æñÚ II àæèáü·¤

26. âæðàØæð»ýæ× ×ð´ ç€Ü·¤, ·¤è ¥Íü ãñ Ñ

(A) ¿ØÙ ·¤æ ·ð¤‹Îý (B) Îÿæ ÃØç€Ì
(C) ÂÚSÂÚ âÕç‹ÏÌ â×êã (D) âÕâð Üæð·¤çÂýØ ÃØç€Ì

27. ÂçÚ·¤ËÂÙæ ßã ·¤ÍÙ ãñ Áæð Ñ

(A) Îæð ¿Úæð´ ×ð´ âÕ‹Ï ÕÌæÌæ ãñÐ
(B) â×SØæ ·ð¤ â×æÏæÙ ·¤æ Õéçhמææ Âê‡æü ¥Ùé×æÙ ãñ
(C) â×SØæ ·¤æ âÖæÃØ ãÜ ãñÐ
(D) ª¤ÂÚ ·ð¤ âÖèÐ

28. ÂýØæð»æˆ×·¤ ¥Ùéâ‹ÏæÙ ×ð´, ÂýØæð» ·¤Ìæü mæÚæ â´¿æçÜÌ ¿Ú ãæðÌæ ãñ Ñ

(A) ¥æçŸæÌ ¿Ú (B) SßÌ´˜æ ¿Ú (C) Õæs ¿Ú (D) Öýæ×·¤ ¿Ú

29. t-ÂýæŒÌæ´·¤ ·¤è »‡æÙæ ·¤ÚÙð ·ð¤ çÜ° Ñ

(A) ×æŠØ çß¿ÜÙ ·¤è »‡æÙæ ·¤ÚÙè ÂǸÌè ãñÐ
(B) ׊Ø×æÙ ·¤è »‡æÙæ ·¤ÚÙè ÂǸÌè ãñÐ
(C) ׊Ø×æÙ ÌÍæ ©Ù·¤è ×æÙ·¤ ˜æéçÅ ·¤è »‡æÙæ ·¤ÚÙè ãæðÌè ãñÐ
(D) ×æÙ·¤ çß¿ÜÙ ·¤è »‡æÙæ ·¤ÚÌè ãæðÌè ãñÐ

30. °·¤ çÁÜð´ ×ð´ çàæÿææ âéçßÏæ¥æð´ ·¤è çSÍçÌ ÁæÙÙð ·ð¤ çÜ°, âßæðüžæ× àææðÏ çßçÏ ãæð»è Ñ
(A) °ðçÌãæçâ·¤ çßçÏ (B) °·¤Ü ¥ŠØØÙ çßçÏ
(C) ÂýØæð»æˆ×·¤ çßçÏ (D) âßðüÿæ‡æ çßçÏ

31. çߙææÙ ÌÍæ Öæáæ ×ð´ ©ÂÜçŽÏØæð´ ×ð´ «¤‡ææˆ×·¤ âãâÕ‹Ï ·¤æ ¥Íü ãñ Ñ
(A) çߙææÙ ©ÂÜçŽÏ ×ð´ âéÏæÚ ·ð¤ âæÍ-âæÍ Öæáæ ×ð´ ©ÂÜçŽÏ ×ð´ ·¤×è ãæð»è Ð
(B) çߙææÙ ×ð´ ©ÂÜçŽÏ ×ð´ ÂçÚßÌüÙ, Öæáæ ·¤è ©ÂÜçŽÏ ÂÚ ÂýÖæß Ùãè´ ÇæÜÌæÐ
(C) çߙææÙ ·¤è ©ÂÜçŽÏ ×ð´ ·¤×è, Öæáæ ·¤è ©ÂÜçŽÏ ×ð´ ·¤×è ·¤ÚÌæ ãñÐ
(D) çߙææÙ ×ð´ ©ÂÜçŽÏ ×ð´ âéÏæÚ ·ð¤ âæÍ Öæáæ ·¤è ©ÂÜçŽÏ ×ð´ Öè âéÏæÚ ãæð»æÐ

J—0905 9 P.T.O.
32. You have to select a sample of 100 boys and 100 girls from rural and urban schools of
a block. The most suitable sampling method will be :
(A) Random (B) Purposive
(C) Quota (D) Stratified random

33. Action research is generally useful for:

(A) Research fellows (B) Policy planners
(C) Improving educational practices (D) Surveyors

34. To compare mean scores of anxiety of science, arts and commerce students of class XII
The most appropriate statistical technique used for analysing the data related to this
objective will be :
(A) t-test
(B) ANOVA
(C) ANOVA followed by t-test provided F-value is significient
(D) ANOVA followed by t-test irrespective of the status of F-value

35. Read the following statements :

(i) Selection of a problem is the first step of educational research
(ii) Variable is another name of problem
(iii)Reliability co-efficient is calculated by computing correlation. So reliability
coefficient can be positive as well as negative.
(iv) Whenever the population is geographically wide spread, one of the most
appropriate sampling technique will be cluster sampling technique.
Of the above statements which one is NOT correct?
(A) Only statement (ii) (B) Only statement (iv)
(C) Statement (i), (ii) & (iv) (D) statement (i) & (iii)

36. Idealism is closely associated with :

(A) Plato (B) Aristotle (C) Fichte (D) Bacon

37. Match the following List I and List II :

List - I List - II
(a) Sankhya (i) Tri-Pitaka
(b) Buddhism (ii) Satkaryavad
(c) Vedanta (iii) Tri-Ratna
(d) Jainism (iv) Tatvamasi
(v) Ashtamga yoga
a b c d
(A) iv ii iii i
(B) ii i iv i
(C) ii iii v iv
(D) i iv iii ii

J—0905 10
32. ¥æ·¤æð ç·¤âè ŽÜæò·¤ ·ð¤ àæãÚè ÌÍæ »ýæ×è‡æ çßlæÜØæð´ ×ð´ âð 100 ÕæÜ·¤ ÌÍæ 100 ÕæçÜ·¤æ¥æð´ ·¤æ ‹ØæÎàæü
ÜðÙæ ãñÐ §â×ð´ âßæðüç¿Ì ‹ØæÎàæü ¿ØÙ çßçÏ ãæð»è Ñ
(A) ¥ÃØßçSÍÌ (Úð´Ç×) (B) âÂýØæðÁÙ
(C) ·¤æðÅæ (çÙØÌæ´àæ) (D) SÌçÚÌ ¥ÃØßçSÍÌ

33. ç·ý¤Øæˆ×·¤ ¥Ùéâ´ÏæÙ ÂýæØÑ ©ÂØæð»è ãæðÌæ ãñ Ñ

(A) çÚâ¿ü Èñ¤ÜæðÁ ·ð¤ çÜ° (B) ÙèçÌ çÙØæðÁ·¤æð´ ·ð¤ çÜ°
(C) àæñçÿæ·¤ Âýç·ý¤Øæ¥æð´ ×ð´ âéÏæÚ ·ð¤ çÜ° (D) âßðüÿæ·¤æð´ ·ð¤ çÜ°

34. ÒÒ·¤ÿææ-XII ·ð¤ çߙææÙ, ·¤Üæ ÌÍæ ßæç‡æ’Ø Àæ˜ææð´ ·ð¤ 翋Ìæ-×æÂÙè ÂÚ ¥æñâÌ ÂýæŒÌæ´·¤æð´ ·¤è ÌéÜÙæ ·¤ÚÙæÓÓ §â
¥ŠØØÙ ×𴠥洷¤Ç¸æð´ ·¤æ çßàÜðá‡æ ·¤ÚÙð ·ð¤ çÜ° âßæðüç¿Ì â洁ط¤èØ Ì·¤Ùè·¤ ãæð»è Ñ
(A) Åè-ÂÚèÿæ‡æ
(B) °Ùæðßæ
(C) °Ùæðßæ ·ð¤ ÕæÎ Åè-ÂÚèÿæ‡æ ØçÎ °È¤ ·¤æ ×æÙ âæÍü·¤ ãñÐ
(D) °Ùæðßæ ·ð¤ ÕæÎ Åè-ÂÚèÿæ‡æ ¿æãð °È¤ ·¤æ ×æÙ ·é¤À Öè ãñÐ

35. çِÙçÜç¹Ì ·¤ÍÙæð´ ·¤æð ÂçɸØðÐ

I. â×SØæ ·¤æ ¿ØÙ, àæñçÿæ·¤ ¥Ùéâ´ÏæÙ ·¤æ ÂãÜæ ¿Ú‡æ ãñÐ
II. â×SØæ ·¤æ ÎêâÚæ Ùæ× ¿Ú ãñÐ
III. çßàßâÙèØÌæ »é‡ææ´·¤, âãâÕ‹Ï »é‡ææ´·¤ ·¤è »‡æÙæ mæÚæ ™ææÌ ç·¤Øæ ÁæÌæ ãñÐ ¥ÌÑ çßàßâÙèØÌæ
»é‡ææ´·¤ ÏÙæˆ×·¤ ÌÍæ «¤‡ææˆ×·¤ ÎæðÙæð´ ãæð â·¤Ìæ ãñÐ
IV. ÁÕ Öè â×çC ÕǸð Öæñ»æðçÜ·¤ ÿæð˜æ ×ð´ Èñ¤Üè ãæð, Ìæð â×êã-‹ØæÎàæü çßçÏ âßæðüç¿Ì ‹ØæÎàæü ¿ØÙ çßçÏ
ãæðÌè ãñÐ
ª¤ÂÚ çÎØð »° ·¤ÍÙæð´ ×ð´ âð ·¤æñÙâæ °·¤ âãè Ùãè´ ãñ?
(A) ·ð¤ßÜ ·¤ÍÙ II (B) ·ð¤ßÜ ·¤ÍÙ IV
(C) ·¤ÍÙ I, II ÌÍæ IV (D) ·¤ÍÙ I ÌÍæ III

36. ¥æÎàæüßæÎ ¥çÏ·¤ â´Õ´çÏÌ ãñ Ñ

(A) ŒÜðÅæð (B) ¥ÚSÌê (C) çȤ€Åð (D) Õð·¤Ù

37. âê¿è-I ¥æñÚ âê¿è-II ·¤æ ç×ÜæÙ ·¤èçÁ° Ñ

âê¿è-I âê¿è-II
(a) âæ´Ø (i) ÌëçÂÌæ·¤æ
(b) ÕæñhßæÎ (ii) âˆØæÍüßæÎ
(c) ßðÎæ´Ì (iii) ç˜æڈÙ
(d) ÁñÙßæÎ (iv) ̈ß×àæè
(v) ¥Cæ´»Øæð»
·ê¤Å Ñ (a) (b) (c) (d)
(A) (iv) (ii) (iii) (i)
(B) (ii) (i) (iv) (i)
(C) (ii) (iii) (v) (iv)
(D) (i) (iv) (iii) (ii)

J—0905 11 P.T.O.
38. ‘Epistemology’ is mainly concerned with :
(A) Aims of education (B) Curriculum
(C) Methods of instruction` (D) Role of the Teacher

39. ‘Whatever is experimentally verified is Truth’ Which school of phylosophy has got
faith in ths dictum ?
(A) Idealism (B) Realism
(C) Pragmatism (D) Naturalism

40. ‘Man is what he makes of himself’ Which school of phylosophy advocates this idea ?
(A) Realism (B) Pragmatism
(C) Existentialism (D) Idealism

41. ‘Education is the manifestation of perfection already in man’. Who said this ?
(A) Rabindranath Tagore (B) Aurobindo
(C) Swami Vivekananda (D) Mahatma Gandhi

42. Which school of phylosophy considers development of ‘authenticity’ as an aim of

education ?
(A) Marxism (B) Realism
(C) Pragmatism (D) Existentialism

43. ‘Project Method’ is propagated by :

(A) William James (B) Kilpatrik
(C) John Dewey (D) John lock

44. Out of the following which is not related to Gandhian Curriculum :

(A) Activity centred curriculum (B) Correlated curriculum
(C) Craft centred curriculum (D) Core-curriculum

45. Which school of philosophy has no faith in permanent values and aims of education ?
(A) Existentialism (B) Naturalism
(C) Realism (D) Pragmatism

Direction (Q. No. 46 - 50) : Read the following passage and answer the questions that follow.

The basic aim of science is theory. Perhaps less cryptic, the basic aim of science is
to explain natural phenomena. Such explanations are called theories. Instead of trying
to explain each and every separate behaviour of children, the scientific psychologist
seeks general explanations that encompass and link together many different behaviours.
Rather than try to explain children’s methods of solving arithmetic problems, for
example, he seeks general explanations of all kinds of problem-solving. He might call

J—0905 12
38. ™ææÙ ×è×æ´àææ ×éØ M¤Â âð â´Õ´çÏÌ ãñ Ñ

(A) çàæÿææ ·ð¤ ÜÿØæð´ âð (B) ÂæÆ÷Ø·ý¤× âð

(C) ¥ÙéÎðàæÙ çßçÏØæð´ âð (D) ¥ŠØæ·¤ ·¤è Öêç×·¤æ âð

39. ÒÁæð ÂýæØæðç»·¤ L¤Â âð âˆØçÂÌ ãñ ßãè âˆØ ãñÓÓ ÎàæüÙàææS˜æ ·¤è ·¤æñÙâè çß¿æÚÏæÚæ ·¤æ §â ·¤ÍÙ ×ð´ çßàßæâ ãñÐ

(A) ¥æÎàæüßæÎè (B) ØÍæÍüßæÎè (C) ÂýØæðÁÙßæÎè (D) Âý·ë¤çÌßæÎè

40. SßØ´ ·ð¤ çÜ° Áæð ßã ÕÙæÌæ ãñ ßãè ÃØç€Ì ãñ ·¤æñÙâæ ÎàæüÙ §â çß¿æÚ ·¤æ â×ÍüÙ ·¤ÚÌæ ãñ Ñ

(A) ØÍæÍüßæÎ (B) ÂýØæðÁÙßæÎ (C) ¥çS̈ßßæÎ (D) ¥æÎàæüßæÎ

41. Ò×æÙß ×ð´ çßl×æÙ ¥æÎàææðZ ·¤æ ÂýˆØÿæ跤ڇæ ãè çàæÿææ ãñÓ Øã ç·¤âÙð ·¤ãæ ãñ Ñ

(A) Úßè‹ÎýÙæÍ Åñ»æðÚ Ùð (B) ¥ÚçՋÎæð Ùð

(C) Sßæ×è çßßð·¤æًΠÙð (D) ×ãæˆ×æ »æ´Ïè Ùð

42. ÎàæüÙ àææS˜æ ·¤è ·¤æñÙâè àææ¹æ Ùð Âý×æç‡æ·¤Ìæ ·ð¤ çß·¤æâ ·¤æð çàæÿææ ·¤æ °·¤ ÜÿØ ×æÙæ ãñ Ñ

(A) ×æ€âüßæÎ (B) ØÍæÍüßæÎ (C) ÂýØæðÁÙßæÎ (D) ¥çS̈ßßæÎ

43. ÂýØæðÁÙ çßçÏ ÂýçÌÂæçÎÌ ·¤è ãñ Ñ

(A) çßçÜØ× Áðâ (B) ç·¤ÜÂðçÅþ·¤ (C) ÁæòÙ Çèßè (D) ÁæòÙ Üæò·¤

44. çِ٠×ð´ âð ·¤æñÙâæ »æ´Ïè ßæÎè ÂæÆK·ý¤× âð â´Õ´çÏÌ Ùãè´ ãñ Ñ

(A) ç·ý¤Øæ ·ð¤ç‹ÎýÌ ÂæÆ÷Ø·ý¤× (B) âã â´Õ´çÏÌ ÂæÆ÷Ø·ý¤×

(C) ©læð» ·ð¤ç‹ÎýÌ ÂæÆ÷Ø·ý¤× (D) ×éØ ÂæÆ÷Ø·ý¤×

45. ÎàæüÙ àææS˜æ ·¤è ·¤æñÙâè çß¿æÚÏæÚæ SÍæØè ×êËØæð´ ¥æñÚ çàæÿææ ·ð¤ ÜÿØæð´ ×ð´ ¥æSÍæ Ùãè´ Ú¹Ìè Ñ

(A) ¥çS̈ßßæÎ (B) Âý·ë¤çÌßæÎ (C) ØÍæÍüßæÎ (D) ÂýØæðÁÙßæÎ

çÙÎðüàæ (Âý.â´. 46 - 50) Ñ çِ٠»læ´àæ ·¤æð Âɸ𴠥æñÚ ÂýàÙæ𴠷𤠩žæÚ çܹð´Ð
çߙææÙ ·¤æ Âý×é¹ ÜÿØ çâhæ‹Ì ãñÐ àææØÎ çߙææÙ ·¤æ ·¤× »êɸ (ÚãSØ×Ø) ×êÜ ÜÿØ Âýæ·ë¤çÌ·¤ ƒæÅÙæ
·¤è ÃØæØæ ·¤ÚÙæ ãñÐ §â Âý·¤æÚ ·ð¤ SÂC跤ڇææð´ ·¤æð çâhæ´Ì ·¤ãÌð ãñ´Ð Փææ𴠷𤠥ܻ-¥Ü» ÃØßãæÚ ·¤è
ÃØæØæ ·¤ÚÙð ·¤è ¿ðCæ ·ð¤ ÕÁæØ ßñ™ææçÙ·¤ ×Ùæð çߙææÙè ÕãéÌ âð ¥Ü» ÃØßãæÚð´ ·¤æð ç×Üæ·¤Ú âæ×æ‹Ø ÃØæØæØð´
ÂýÎæÙ ·¤ÚÌæ ãñÐ ©ÎæãÚ‡æ ·ð¤ çÜ° ßã Փææð´ mæÚæ ¥´·¤»ç‡æÌ ·¤è â×æSØæ¥æð´ ·¤æð ãÜ ·¤ÚÙð ·¤è çßçÏØæð´ ·¤è
ÃØæØæ ·¤ÚÙð ·ð¤ ÕÁæØ âÖè Âý·¤æÚ ·¤è â×SØæ¥æð´ ·ð¤ â×ÏæÙæð´ ·¤è âæ×æ‹Ø ÃØæØæØð´ ¹æðÁÌæ ãñÐ §â Âý·¤æÚ ·ð¤

J—0905 13 P.T.O.
 such a general explanation a theory of problem solving.
This discussion of the basic aim of science as theory may seem strange to the
student, who has probably been inculcated with the notion that human activities have
to pay off in practical ways. If we said that the aim of science is the betterment of
mankind, most readers would quickly read the words and accept them. But the basic
aim of science is not the betterment of mankind. It is theory. Unfortunately, this
sweeping and really complex statement is not too easy to understand. Still, we must
try because it is important.
Other aims of science that have been stated are: explanation understanding,
prediction, and control. If we accept theory as the ultimate aim of science, however,
explanation and understanding become simply subaims of the ultimate aim. This is
because of the definition and nature of theory:
A theory is a set of interrelated constructs (concepts) definitions, and propositions that
present a systematic view of phenomena by specifying relations among variables, with the
purpose of explaining and predicting the phenomena.

46. A student will not agree that basic aim of science is theory building if he is taught, that
(A) Explaining and understanding are only subaims of science
(B) science is for betterment of mankind.
(C) it is theory which specifies relations among variables for predicting and explaining
(D) ultimate aim of science is to construct theory.

47. Science is more concerned with

(A) explaining the specific behaviour of individuals
(B) activities that help people in practical ways
(C) the welfare of maximum number of people
(D) broad generalisations that explain common events

48. The popular belief about the aim of science is

(A) to make human life more comfortable
(B) to reduce the cost of production of goods
(C) to have a control over nature
(D) to find out solutions to problems in a systematic way

49. It is rather difficult to understand that science

(A) aims at explaining every external phenomenon
(B) works for the betterment of humans
(C) controls nature
(D) has theory building as its ultimate aim
50. The scientific psychologist wants to
(A) explain each and every behaviour of children
(B) arrive at a general explanation for the different behaviours of children
(C) explain each child’s method of problem solving
(D) study how children solve arithmetic problems

J—0905 14
 âæ×æ‹Ø SÂC跤ڇææð´ ·¤æð ßã °·¤ â×SØæ â×æÏæÙ ·¤æ çâhæ´Ì ·¤ã â·¤Ìæ ãñÐ
©â çßlæÍèü ·¤æð çߙææÙ ·ð¤ çâhæ‹Ì çÙ×æü‡æ ·ð¤ ×êÜ ÜÿØ ÂÚ ÂçÚ¿¿æü ¥æà¿ØüÁÙ·¤ Ü» â·¤Ìè ãñ
çÁâ×ð´ â´ÖßÌÑÑ Øã Ïæڇææ çß·¤âèÌ ãæð ¿é·¤è ãæð ç·¤ ×æÙßèØ ç·ý¤Øæ¥æð´ ·¤æð ÃØæßãæçÚ·¤ ÌÚè·ð¤ âð ×êËØ ¿é·¤æÙæ
ãñÐ ØçÎ ã×Ùð Øã ·¤ãæ ç·¤ çߙææÙ ·¤æ ÜÿØ ×æÙß ·¤æ âéÏæÚ ·¤ÚÙæ ãñ, ¥çÏ·¤æ´àæ ÂæÆ·¤ àæŽÎæð´ ·¤æð ÁËÎè Âɸ·¤Ú
©‹ãð´ Sßè·¤æÚ ·¤Ú Üð´»ðÐ ç·¤‹Ìé çߙææÙ ·¤æ ×êÜ ÜÿØ ×æÙß ·¤æ âéÏæÚ ·¤ÚÙæ Ùãè´ ãñÐ Øã çâhæ‹Ì ãñÐ ÎéÖæü‚Øßàæ
§â ÁçÅÜ ·¤ÍÙ ·¤æð â×ÛæÙæ §ÌÙæ âÚÜ Ùãè´ ãñÐ çÈ¤Ú Öè ã×ð´ ÂýØæâ ·¤ÚÙæ ¿æçã°, €Øæð´ç·¤ Øã ×ãˆßÂê‡æü ãñÐ
çߙææÙ ·ð¤ ÎêâÚð ÜÿØæð´ ·¤è ÃØæØæ ·¤ÚÙæ, â×ÛææÙæ, ÖçßcØßæ‡æè ·¤ÚÙæ, ¥æñÚ çÙØ´˜æ‡æ ·¤ÚÙæ ·¤ãæ »Øæ ãñÐ
ØçÎ ã× çâhæ´Ì ·¤æð çߙææÙ ·¤æ ¥´çÌ× ÜÿØ Sßè·¤æÚÌð ãñ´ Ìæð ÃØæØæ ·¤ÚÙæ ¥æñÚ â×ÛææÙæ ¥´çÌ× ÜÿØ ·ð¤
©ÂÜÿØ ãæð ÁæÌð ãñ´Ð °ðâæ çâhæ´Ì ·¤è Âý·ë¤çÌ ¥æñÚ ÂçÚÖæáæ¥æ𴠷𤠷¤æڇæ ãñÐ
°·¤ çâhæ´Ì ¥‹ÌâüÕç‹ÏÌ Ú¿Ùæ¥æð´ (â´ÂýˆØØæð´) ÂçÚÖæáæ¥æð´ °ß´ Âêßü â»æðZ ·¤æ °·¤ â×é¿Ø ãñ Áæð ƒæÅÙæ
·ð¤ ¿Úæð´ ×ð´ â´Õ´Ïæð´ ·¤æ çßçàæCè·¤Ú‡æ ƒæÅÙæ ·¤è ÃØæØæ ·¤ÚÙð °ß´ ÖçßcØßæ‡æè ·ð¤ ©gðàØ âð °·¤ âéÃØßçSÍÌ
çß¿æÚ ÂýSÌéÌ ·¤ÚÌæ ãñÐ

46. °·¤ çßlæÍèü âã×Ì Ùãè´ ãæð»æ ç·¤ çߙææÙ ·¤æ ×êÜ ÜÿØ çâhæ´Ì ÕÙæÙæ ãñ, ØçÎ ©âð ÂɸæØæ ÁæØ ç·¤ Ñ
(A) ÃØæØæ ·¤ÚÙæ ¥æñÚ â×ÛæÙæ çߙææÙ ·ð¤ ·ð¤ßÜ ©Â ÜÿØ ãñÐ
(B) çߙææÙ ×æÙß ·ð¤ âéÏæÚ ·ð¤ çÜ° ãñÐ
(C) Øã çâhæ´Ì ãñ Áæð ¿Úæð ·ð¤ ×ŠØ çßçàæC â´Õ´Ïæð´ ·¤æð ÖçßcØ ßæ‡æè °ß´ ÃØæØæ ·¤ÚÌð ãñÐ
(D) çߙææÙ ·¤æ ¥´çÌ× ÜÿØ çâhæ‹Ì ·¤è Ú¿Ùæ ·¤ÚÙæ ãñÐ

47. çߙææÙ ¥çÏ·¤ÌÚ â´Õ´çÏÌ ãñ Ñ

(A) ÃØç€Ì ·ð¤ çßàæC ÃØßãæÚ ·¤è ÃØæØæ ·¤ÚÙð âðÐ
(B) ç·ý¤Øæ ·¤ÜæÂæð´ âð Áæð Üæð»æð´ ·¤æð ÂýæØæðç»·¤ ÌÚè·ð¤ âð âãæØÌæ ·¤Úð´Ð
(C) ¥çÏ·¤æ´àæ Üæð»æð´ ·¤æ ·¤ËØæ‡æ ·¤ÚÙð âðÐ
(D) çßSÌëÌ âæ×æ‹Ø跤ڇæ âð Áæð âæ×æ‹Ø ƒæÅÙæ¥æð´ ·¤è ÃØæØæ ·¤ÚÌð ãæð´Ð

48. çߙææÙ ·ð¤ ÜÿØ ·ð¤ ÕæÚð ×ð´ Üæð·¤çÂýØ çßàßæâ ãñ Ñ

(A) ×æÙß ÁèßÙ ·¤æð ¥çÏ·¤ ¥æÚæ×ÎæØ·¤ ÕÙæÙæÐ
(B) ßSÌé¥æ𴠷𤠩ˆÂæÎÙ ·¤è Üæ»Ì ·¤æð ƒæÅæÙæÐ
(C) Âý·ë¤çÌ ÂÚ çÙØ´˜æ‡æ ·¤ÚÙæÐ
(D) âéÃØßçSÍÌ ÌÚè·ð¤ âð â×SØæ¥æð´ ·¤æ ãÜ Éê´É¸ÙæÐ

49. Øã â×ÛæÙæ ÂýæØÑ ·¤çÆÙ ãñ ç·¤ çߙææÙ Ñ

(A) ÂýˆØð·¤ ÕæãÚè ƒæÅÙæ ·¤è ÃØæØæ ·¤ÚÙð ·¤æð ÜçÿæÌ ãñÐ
(B) ×æÙß ·¤ËØæ‡æ ·ð¤ çÜ° ·¤æØü ·¤ÚÌæ ãñÐ
(C) Âý·ë¤çÌ ·¤æð çÙØ´ç˜æÌ ·¤ÚÌæ ãñÐ
(D) ·¤æ ¥´çÌ× ÜÿØ çâhæ´Ì ·¤æ çÙ×æü‡æ ·¤ÚÌæ ãñÐ
50. ßñ™ææçÙ·¤ ×ÙæðçߙææÙè ¿æãÌæ ãñ Ñ
(A) Փææð´ ·ð¤ ÂýˆØð·¤ ÃØßãæÚ ·¤è ÃØæØæ ·¤ÚÙæÐ
(B) Փææð´ ·ð¤ çßçÖóæ ÃØßãæÚæð´ ·ð¤ âæ×æ‹Ø SÂC跤ڇæ Ì·¤ Âãé¡¿ÙæÐ
(C) ÂýˆØð·¤ ÕæÜ·¤ ·ð¤ â×SØæ â×æÏæÙ ·ð¤ ÌÚè·¤æð´ ·¤è ÃØæØæ ·¤ÚÙæÐ
(D) ÕæÜ·¤ mæÚæ ¥´·¤»ç‡æÌ ·¤è â×SØæ¥æð´ ·¤æð ãÜ ·¤ÚÙð ·ð¤ ÌÚè·¤æð´ ·¤æ ¥ŠØØÙ ·¤ÚÙæÐ

J—0905 15 P.T.O.
 Space For Rough Work

J—0905 16