EVS Pedagogy MCQ Quiz - Objective Question with Answer for EVS Pedagogy - Download Free PDF

In Environmental Studies (EVS), learning is most effective when it connects to the child’s immediate environment and prior knowledge. This approach aligns with the constructivist theory of learning, which emphasizes that children build new understanding based on what they already know and experience in their daily lives.

Key Points

• Beginning a lesson with learners' own experiences or observations helps anchor new concepts in familiar situations, making learning more natural, engaging, and meaningful.
• When a teacher starts an EVS lesson by referring to students’ surroundings like discussing a nearby park when teaching about plants or using a local festival to introduce community life it activates the students’ interest and helps them see the relevance of the topic.
• It also encourages children to express themselves, ask questions, and think critically. This method ensures that students are not just passive receivers of information but active participants in the learning process.​

Hint

•  Reducing the teacher’s effort or speeding up syllabus completion are not learner-focused goals.
• Memorization of facts may happen but is not the primary aim of EVS. The core purpose is to connect learning with life.

Hence, the correct answer is it makes the content more relatable and meaningful to learners.

Formative assessment is an ongoing process used to understand and support a student’s learning during instruction. In EVS, the focus is on conceptual understanding, skills development, and attitudes, rather than rote memorization or mechanical tasks. Effective formative assessment should be child-friendly, activity-based, and provide insight into how students think, interact, and apply concepts in real-life situations.

Key Points

• Observing children during group discussions, class activities, or field visits and maintaining anecdotal records helps teachers track each child’s learning progress, participation, and behavior over time.
• This method captures not only what students know but also how they learn, interact, and reflect—making it highly suitable for primary-level EVS.

Hint

•  Asking students to write detailed tests at the end of a chapter is a summative approach, not formative.
• Giving marks based only on notebook completion assesses task completion, not actual learning.
• Factual recall questions may check memory but do not reveal deeper understanding or process skills.

Hence, the correct answer is observing group discussions and maintaining anecdotal records.

Environmental Studies at the primary level emphasizes learning by doing, where children actively engage with their environment to build understanding. Field visits are an important strategy in EVS pedagogy because they connect classroom concepts with the real world, making learning more meaningful, enjoyable, and long-lasting.

Key Points

• When a teacher takes students to a  local water body, the goal is to let them observe, explore, and ask questions about the source of water, its uses, cleanliness, and how it affects the surrounding life.
• This hands-on experience allows children to see the relevance of what they learn in textbooks and build deeper, more personal understanding.
• It also encourages observation, inquiry, and reflection—key process skills in EVS.

 Hint

• Memorizing water body types is factual and passive.
• Saving classroom time or completing homework are logistical concerns and do not reflect the core pedagogical intent of such an activity.

Hence, the correct answer is to provide real-life experience for better understanding of concepts.

Environmental Studies (EVS) is considered an interdisciplinary subject at the primary level because it brings together knowledge and skills from multiple domains—science, social studies, and environmental awareness. Instead of teaching these areas in isolation, EVS integrates them through themes like food, shelter, water, travel, plants, animals, family, and the environment, making learning holistic, meaningful, and child-friendly.

Key Points

• This approach helps young learners see the connections between different aspects of life.
• For example, while learning about water, children explore its sources (science), how communities use it (social studies), and the importance of conserving it (environmental awareness).
• The focus is on active learning and understanding, not on memorizing isolated facts or clearly separating subjects.

Options stating that EVS focuses only on physical geography, encourages rote learning, or separates science and social studies go against its integrated and experiential nature.

Hence, the correct answer is only A.

One of the key curricular expectations of Environmental Studies (EVS) is to help children identify and question stereotypes related to gender, caste, class, or ability, and to promote values such as equality, justice, and human dignity. The subject encourages students to think critically about social practices and develop a sense of fairness and respect for others.

Key Points

• In the given scenario, Priya suggests that boys should handle tools while girls decorate the windmill this reflects a gender stereotype.
• The teacher's response, encouraging both boys and girls to participate in all parts of the activity, challenges that stereotype and promotes equal opportunity
• By doing so, the teacher is not only ensuring skill development for all but is also addressing issues of gender equality and dignity, helping children learn that tasks and roles should not be limited by gender.

HintPromoting creativity or encouraging group cooperation are also part of EVS, they are not the focus of the teacher’s action in this case. The central idea being addressed here is equality and breaking gender-based roles.

Hence, the correct answer is identifying issues concerned with equality, justice and human dignity.

Anecdotal records are short and significant descriptions of the performance and behavior of children in unexpected events, which would not be documented otherwise and are quite useful to observe day-to-day basis. They are brief written notes based on observations of children—how and where children spend time, their social relationships, their use of language, modes of interaction, and information about health and nutrition habits. 

Uses of anecdotal records-  

• Anecdotal records are of special value in indicating social and emotional situations.
• They help in identifying a child's areas of interest and relationships, etc.
• They give a realistic picture of students’ personality, that is, identifying their strength and weakness.
• Anecdotal records are very useful in fields where formal measurements are very difficult.
• A healthy teacher-pupil relationship is established when teachers are asked by the school organization to write down anecdotal reports.

It should be noted that anecdotal records are not meant for making statements of judgement. Also, only identifying the problematic situation is not the only use of anecdotal records.

When the activity at some stage in a lesson calls for discussion or active collaboration among a group of students, a number of such groups are formed and each given a relevant task to work on. This is called group work or group activity. 

Key Points

While designing a group activity in the EVS class, a teacher should:

• be conscious of the interests of all learners

• choose topic equally appealing to children of all religious and  cultural background

• not discriminate between boys and girls

• concerned about individual differences of learners

Note: Expensive material is not necessary for designing a group activity, in fact, a teacher should try to organise group activities by using the available materials.

Hence, we conclude that the above-given statements are correct in the context of group activity in EVS.

Explanation:

There are many kinds of families and one cannot classify a family as being of only one kind:

• Families are of different types.
• Some are joint family, extended family, nuclear or single-parent family.
• A family unit consisting of a mother, father and their two children is called a nuclear family.

This is an ideal family size:

• There is no particular definition of an ideal family.
• An ideal family can mean different to different people.

This is what all Indian families are like:

• In India, the most common type of family arrangement seen is a joint family.
• However, family culture in India is changing and various other types of families are also becoming common.

The statement should specify that the children are biological:

• A family must not necessarily consist of only a biological child.
• Many families are now adopting children.
• Adopted children are also an equal part of a family.

Thus, the above statement is incorrect because there are many kinds of families and one cannot classify a family as being of only one kind.

Additional Information

Types of families are:

Joint Family:  

• ​A family which lives together with all family members up to the second generation like grandparents, parents, uncle, aunts and their children is called a joint family.
• Such a type of family arrangement is especially common in India.

Extended Family:

• An extended family is used in a broader sense than a joint family.
• The extended family is a family that consists of parents, children, uncle, aunt, grandparents, their relatives etc.

Nuclear Family:

• A nuclear family consist of a couple and their children(1 or more).
• It is also known as elementary family or conjugal family or small families.

Single Parent Family:

• Single-parent families are families with children under age 18 headed by a parent who is widowed or divorced and not remarried, or by a parent who has never married.
• In such type of families, children live with only one parent.

The EVS syllabus of class III to V is connected and integrated within broad themes and sub-themes to make content more lively for students so that they can make the best of their educational experiences.

Key Points

"Animals" is a subtheme under the broad theme "Family and Friends" suggested in the EVS syllabus while remaining are the broad themes of the EVS syllabus for class III to V.

Hence, we can conclude that Animals is a subtheme under the theme suggested in the EVS syllabus.

Environmental Studies is a multidimensional subject that covers important principles from various academic fields. It is a broad field that studies the basic principles of EVS as well as associated subjects such as social science, science, language, mathematics, etc. EVS emphasizes the following points:

• The contents of EVS are organized thematically. Topics of both social studies and science are integrated because at the primary level students are not matured enough to study 'heavy' subjects like science and social science. Also, the reduced curriculum makes learning meaningful at primary stage.
• Provides scope for children’s expressions–oral and written and other creative expressions, etc.
• Children learn about their environment through exploring and experiencing it, gathering and analysing information based on their observations and experiences, and constructing their own knowledge, enriching and enhancing it.
• Learning is planned to progress from what the child already knows, to what is to be learnt, from local to global, or from the immediate environment to community and society and beyond.
• Chapters begin with key questions initiating children into thinking and constructing their own knowledge.

Hence, we conclude that the integrated nature of EVS helps to ​reduce curriculum load and help children to learn meaningfully.

EVS is a subject that is concerned with the development of learners' awareness about environmental issues. It nurtures children's curiosity about the natural environment.

• The teaching of EVS helps students to develop desirable attitudes, values, and behavior patterns necessary for an environment-friendly lifestyle.
• Excursions are activities organized by the school where the students are taken out of the regular classrooms to experience knowledge in the context of real life. For example, a trip to museums, historical monuments, exhibitions, etc.

Key Points

• Educational excursions are powerful, positive teaching tools that help enhance the social, personal, and emotional development of all learners.
• The basic objective of educational excursions in EVS is to provide first-hand experience to the students by engaging them with real situations.
• It is the appropriate tool to engage children effectively in EVS learning due to the active participation of students in the learning process.
• It introduces such concepts, ideas, and hands-on experiences that can't be provided in a classroom environment.
• It provides opportunities to bridge the gap between the theoretical and practical aspects of learning.

Hence, it becomes clear that the basic objective of educational excursion in EVS is to provide first-hand experience to the students;

Teaching Aids are devices by which the teacher helps the students to clarify, establish, and correlate accurate concepts, inspections, and appreciation through the utilization of more than one sensory channel. It means all the materials used to facilitate the understanding of written or spoken words. 

 Key PointsThey are of the following types:

• Audio: Radio, tape recorder, etc
• Visual: Chart, model, Diagram, etc
• AudioVisual: A video clip, computer, TV, etc.
• Non-projected teaching aids are those aids that are used without any projection. The following are its characteristics:
  • They translate abstract ideas into a more realistic format.
  • They allow instruction to move from verbal representation to a more concrete level.
  • Charts, diagrams, posters, and flashcards are a few examples of it.

Hence, we conclude that the chart is a non-projected teaching aid.

Hint

Epidiascope: A projector used to display the reflection of both opaque and transparent objects on the screen by shining bulbs on the objects.

Note: Film strip, Epidiascope, and slide are projected teaching aids.

There are a variety of teaching methods that can be used by the teacher for teaching theory and skills in the classroom setting. These are broadly classified as Teacher centered teaching methods and Student-centered teaching methods

Key Points

• ​Both seminar and project methods are suitable teaching methods as they are student-centered methods. They help in improving knowledge scores, skill scores, active learning ability, student collaboration, classroom atmosphere. These methods build interaction between teachers and students.

Seminar:

• Seminars are the gatherings of students who discuss the same topic at a common location. Presentation of research papers also takes place. The primary aim is to get a better picture, brainstorm, know the latest updates on the given topic. 
• The purpose of the seminar is to provide an opportunity for students to actively participate in finding answers to questions or solutions to problems using the scientific approach of doing analysis and synthesis of facts observed.

Project:

• The project method of teaching is one of the modern methods of teaching in which the curriculum content is considered from the child's point of view and is related to his needs and interest in the context of real-life situations.
• It implies that activities in the schools need to be closely connected with the child's daily life and needs. The project can be carried out by the individual students, solved individually by each member of a group, or dealt with by a group of students or the class as a whole.

Thus, it is concluded that Seminar and Project is a suitable method of teaching.

Hint

• The dictation method is a student-centered method that helps them in only improving listening skills and vocabulary.
• A lecture is a teacher-centered method of teaching whereby the teacher attempts to explain facts or principles to help students to understand. In this method, the teacher is an active participant, the students are passive listeners.
• The assignment method is a technique that can be usually used in the teaching and learning process. It is an instructional technique that comprises guided information, self-learning, writing skills, and report preparation among the learners. 

Explanation:

Thus, the mentioned definition of science was given by W. C. Dampier.

Environmental Studies is a subject that is concerned with the development of learners' awareness of environmental issues.

Key Points

For EVS transactions the teacher must be equipped with an understanding of the principles of pedagogical processes such as:

Known to Unknown is the principle of learning that is followed in teaching EVS.

• In this principle the teaching and learning process starts from previous knowledge with new content to be taught, the learner does not find difficulty in moving from known to unknown.
• The contents are spirally organized starting with the immediate experience of the child (known) moving out to the world she/he inhabits (unknown), leading to an analysis of some of the factors that influence life on this planet.
• The focus of EVS enlarges from the personal to the national and global (local to global), from the physical dimension to the aesthetic dimension.

Important Points

Other learning principles followed in EVS

• Simple to Complex
• Easy to difficult
• Whole to part 
• Local to Global Environment
• Constructivist
• Activity-oriented Approaches
• Learning to do

NOTE: Abstract to concrete, Unknown to known are the maxims of teaching but these are not followed in teaching EVS

Hence, we conclude that Known to the unknown is one of the learning principles.