BaalVikas
Menu
Tags Login Register

Categories

Concepts of Child Development View all (644) Growth vs Development: Concept & Difference61 Principles of Development148 Factors Affecting Development12 Heredity & Environment238 Stages of Development32 Methods of Child Study3 Mixed: Child Development & Pedagogy150
Domains of Development View all (969) Physical & Motor Development3 Cognitive Development429 Social Development21 Emotional Development109 Language Development23 Moral & Character Development384
Major Theorists of Development View all (1928) Jean Piaget519 Lev Vygotsky403 Lawrence Kohlberg19 Erik Erikson37 Jerome Bruner76 Albert Bandura134 Sigmund Freud278 Maslow, Rogers & Humanism406 Other Theorists (Gesell, Bronfenbrenner, Bowlby…)56
Learning View all (1410) Learning: Meaning, Nature & Types21 Classical Conditioning (Pavlov)90 Operant Conditioning (Skinner)262 Thorndike: Trial and Error191 Gestalt & Insight Learning284 Constructivism & Other Learning Theories44 Transfer of Learning, Curve & Plateau266 Memory & Forgetting123 Attention & Interest5 Motivation97 Learning Styles & Strategies27
Intelligence, Personality & Creativity View all (925) Intelligence: Concept & Theories212 Gardner: Multiple Intelligences301 Emotional Intelligence (EQ)11 Intelligence Tests (IQ)65 Personality: Theories & Types219 Personality Assessment & Tests24 Creativity92 Aptitude, Attitude & Interest1
Individual Differences & Inclusive Education View all (712) Individual Differences30 Inclusive Education250 Children with Special Needs (CWSN)63 Learning Disabilities (Dyslexia etc.)315 ADHD, Autism & Neurodevelopmental Conditions22 Gifted & Creative Children9 Disadvantaged Groups & Gender Equality23
Adjustment, Mental Health & Guidance View all (54) Adjustment & Defence Mechanisms35 Mental Health & Stress14 Problem Behaviour & Juvenile Delinquency1 Guidance & Counselling4
Child Rights & Protection View all (44) Child Rights (UNCRC)1 Right to Education (RTE Act 2009)33 Child Welfare Schemes (ICDS, Mid-day Meal…)10
Early Childhood Care & Education View all (48) ECCE: Concept & Importance1 Play-based & Activity-based Learning1 Montessori, Froebel & Pioneers of Child Education10 Foundational Literacy & Numeracy (FLN)3 Child Nutrition & Health33
Teaching-Learning Process View all (546) Teaching: Meaning, Nature & Principles3 Teaching Methods153 Teaching Maxims, Strategies & Techniques5 Lesson Planning & Unit Planning13 Teaching-Learning Material & ICT34 Classroom Management & Discipline5 Role of the Teacher & Professional Competence92 Child-centred & Active Learning231 Educational Psychology: Meaning & Methods10
Curriculum, Policies & Educational Philosophy View all (365) National Curriculum Framework (NCF)242 National Education Policy 202021 Education Commissions, Committees & Policies27 Educational Institutions (NCERT, NCTE, SCERT, DIET)10 Educational Philosophy & Thinkers65
Assessment & Evaluation View all (355) Measurement, Evaluation & Testing: Concepts200 Continuous & Comprehensive Evaluation (CCE)49 Test Construction, Reliability & Validity5 Diagnostic & Remedial Teaching39 Educational Objectives & Bloom's Taxonomy20 Question Paper Design & Types of Questions2 Educational Statistics (Mean, Median, Mode)40
Language Pedagogy View all (45) Language Acquisition & Language Learning21 Language Skills (LSRW)13 Multilingualism & Mother Tongue3 Teaching of Hindi5 Teaching of English (English Pedagogy)3
Subject Pedagogy View all (57) Teaching of Mathematics4 Teaching of Environmental Studies (EVS)47 Teaching of Science2 Teaching of Social Science4
Cognitive Development
Asked 3 weeks ago · Viewed 3,020 times
हिन्दी English

Under John Dewey's Progressive Education and Experiential Learning Theory, the central concept of 'Learning by Doing' defines learners not as passive listeners, but as active participants who construct knowledge through real-life situations, projects, and social interactions. Regarding its psychological implications for critical thinking, problem-solving, and practical skill development in classroom teaching, which of the following statements is most authentic and scientifically valid?

Detailed Explanation

Explanation

John Dewey's concept of 'Learning by Doing' is the cornerstone of progressive education. According to this theory, true learning occurs when students actively solve problems through their experiences.

  • It connects theoretical knowledge to practical life.
  • It fosters critical thinking, democratic perspectives, and long-term memory retention in students.

Therefore, Option (b) most accurately and scientifically defines the psychological implications of this concept.

Share:
Next question → Under Jean Piaget's Theory of Cognitive Development, 'Decentration' is defined… ← Previous question According to Lev Vygotsky's Socio-Cultural Theory of…

Related Questions

→ In the context of the 'Theories of Memory and Forgetting', with respect to the scientific nature of the quantitative analysis associated with the 'Forgetting Curve' and the use of 'nonsense syllables' propounded by Hermann Ebbinghaus, and the three major components of the 'Information Processing Model' propounded by Herbert Simon, Richard Atkinson, and Richard Shiffrin—namely 'Sensory Memory', 'Short-term/Working Memory', and 'Long-term Memory'—which of the following statements is most appropriate and true, distinct from the classical conditioning of John B. Watson and Ivan Pavlov? → In the neuro-cognitive context of specific types of 'Learning Disabilities', specifically 'Dyscalculia' (mathematical and numerical processing disability), involving the 'Intraparietal Sulcus' (IPS: central hub for numerical magnitude and spatial-numerical representation), the 'Left Angular Gyrus' (retrieval of verbal mathematical facts and symbols), and the 'Prefrontal Cortex' (executive functions, working memory, and selection of mathematical strategies), faulty neuronal connectivity, hindrance in numerical processing, and the activation dynamics of reduced myelination of white matter tracts, along with Maria Montessori's 'Multisensory Mathematical Materials' and their interrelationships in modern primary inclusive classroom teaching, 'Neuro-Dyscalculia Optimized Multisensory Numeric Pedagogy', and implications for the enhancement of numerical fluency, logico-mathematical understanding, and holistic socio-cognitive competence in students, which of the following statements is most appropriate and true? → With reference to the Structure of Intellect (SOI) theory of intelligence, consider the following statements: 1. The three-dimensional model of the Structure of Intellect was propounded by J.P. Guilford, who classified mental abilities into three independent dimensions: Contents, Operations, and Products. 2. According to Guilford's initial model, intelligence consisted of a total of 4×5×6 = 120 independent intellectual factors, which was later revised and expanded to a total of 150 and ultimately 180 factors. 3. Under this theory, the 'Contents' dimension includes mental materials such as symbolic, semantic, behavioral, and figural, upon which the operations of the mind act. Which of the statement(s) given above is/are correct? → In the context of the 'Structure of Intellect Model', according to the 3D Model of Intellect proposed by psychologist J.P. Guilford in 1967, intellectual abilities are classified into three independent dimensions—Contents, Operations, and Products. What is the total number of sub-divisions under these three dimensions respectively in Guilford's revised and expanded model, which forms a total of 180 types of intellectual abilities? → Under Robert Gagné's Conditions of Learning, 'Concept Learning' is defined as a cognitive process where the learner identifies common classes or categories based on specific and abstract properties of various objects, events, or stimuli, and learns to differentiate between them. Which of the following psychological statements is most authentic and scientifically valid regarding its actual psychological implications and the scientific operation of students' classification skills, abstract thinking, and logical categorization in classroom teaching? → Under Charles Spearman's Two-Factor Theory of Intelligence, a central concept is General Intelligence or the 'g' factor, defined as a universal, innate, and fundamental mental energy that influences all intellectual tasks and cognitive performances. Regarding its psychological implications in classroom teaching and the assessment of students' academic abilities, which of the following statements is scientifically most valid and authentic? → Under Edward Tolman's Sign Learning Theory (Purposive Behaviorism), a central and vital concept is the 'Cognitive Map,' defined as the mental spatial representation through which a learner constructs an internal framework of their physical or conceptual environment's layout, routes, goals, and alternative paths, rather than learning solely based on mechanical stimulus-response (S-R) bonds. Regarding its true psychological implications and the scientific operation of students' spatial thinking, holistic learning, and flexible problem-solving abilities in classroom instruction, which of the following psychological statements is most authentic and scientifically valid? → Under Robert Gagne's 'Conditions of Learning' hierarchy, 'Problem Solving Learning' is defined as the highest and final cognitive level where learners use previously learned rules, principles, and skills to find a logical and analytical solution to a novel, complex, and unfamiliar problem. Which of the following psychological statements is most authentic and scientifically valid regarding its true psychological implications and the scientific management of higher-order cognitive processing, creative thinking, and intellectual autonomy in students within classroom teaching?
Log in to add to quiz, bookmark, or report issues.