Karnataka II PUC Education (KSEAB) key terms

The broad purposes that guide schooling, such as developing knowledge, skills, moral values, citizenship and personal potential. Aims shape curriculum, teaching methods and assessment priorities in an education system.

A branch of philosophy that examines the nature, purposes and values of education. It asks what should be taught, why, and how schooling can support a good and just society.

An educational philosophy holding that ideas are tested by their practical consequences. Learning is active and experience-based, with learners solving real problems rather than passively receiving fixed knowledge.

A shift in social structures, norms, institutions or values over time. Education can both respond to social change and help produce it by spreading knowledge, skills and new attitudes.

The scientific study of learners and learning in educational settings. It applies psychological principles to understand development, motivation, individual differences, classroom behaviour and effective teaching.

An increase in physical size or quantity, such as height, weight or the number of cells. Growth is measurable and stops when physical maturity is reached, unlike broader development.

A progressive series of changes in physical, cognitive, emotional and social capacities across the lifespan. It involves both growth and gradual changes in quality or complexity of functioning.

The transitional period from childhood to adulthood, usually beginning with puberty and continuing through the teenage years. It brings rapid physical changes and major emotional, social and cognitive development.

A relatively permanent change in behaviour, knowledge or mental ability resulting from experience or practice. It excludes temporary changes caused by fatigue, illness or maturation alone.

A learning process in which a neutral stimulus comes to elicit a response after repeated pairing with a stimulus that naturally produces that response, as in Pavlov's dog experiments.

Learning in which the probability of a behaviour changes because of its consequences. Reinforcement strengthens a response, while punishment or non-reinforcement weakens it.

A form of learning in which a learner suddenly perceives a solution to a problem after reorganising the situation mentally, rather than through gradual trial and error.

The influence of earlier learning on the learning or performance of a new task. It may be positive when it helps and negative when it interferes.

The internal or external force that initiates, directs and sustains behaviour toward a goal. In education it influences attention, effort, persistence and the choice of learning activities.

The drive to engage in an activity because it is interesting, enjoyable or personally satisfying, rather than for external rewards or pressure. It supports sustained and self-directed learning.

The tendency to seek success, meet high standards and persist at challenging tasks. Learners high in achievement motivation often set realistic goals and take personal responsibility for results.

The process of adapting one's behaviour and attitudes to meet environmental demands and maintain balance. Good adjustment involves coping with stress, forming relationships and responding flexibly to change.

A general capacity to reason, solve problems, learn from experience and adapt to new situations. Different theories emphasise general ability, specific abilities or multiple domains of competence.

A numerical score derived from performance on an intelligence test, traditionally calculated as mental age divided by chronological age multiplied by 100. Modern tests usually use standard scores.

Howard Gardner's theory proposing several relatively independent intelligences, such as linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal and intrapersonal abilities, rather than one general intelligence.

The ability to produce original, novel and useful ideas, products or solutions. It involves divergent thinking, flexibility, fluency and often persistence in exploring unusual possibilities.

The relatively stable pattern of thoughts, emotions and behaviours that distinguishes one person from another. It develops through heredity, environment and social experience and influences how people respond.

The process of assigning numerical values to characteristics or behaviours according to defined rules. In education it may involve scores, counts, ratings or physical measures.

A systematic process of collecting evidence and judging the worth, quality or effectiveness of educational programmes, learners or materials. It uses measurement data but adds value judgements.

The consistency or stability of a test or measurement across repeated administration, different items or different scorers. A reliable instrument produces similar results under similar conditions.

The extent to which a test or measurement measures what it is intended to measure. It concerns the accuracy and appropriateness of inferences made from scores.

A statistic showing how far scores typically spread from the mean of a distribution. A small value indicates scores cluster near the mean; a large value indicates greater variability.

A statistical measure of the relationship between two variables, usually expressed by a coefficient between -1 and +1. It shows direction and strength but not causation.

A helping service that assists individuals to understand themselves and make informed choices about education, occupation and personal adjustment. It is broader than counselling and may be preventive.

A face-to-face helping relationship in which a trained counsellor uses communication and problem-solving procedures to help a person explore concerns and make decisions.

Guidance that helps individuals choose, prepare for and progress in an occupation. It considers aptitudes, interests, qualifications, labour-market information and personal circumstances.

A client-centred approach, associated with Carl Rogers, in which the counsellor creates a warm, accepting relationship and helps the client clarify feelings rather than imposing solutions.

The systematic application of technology, media and design principles to improve teaching and learning. It includes both digital tools and planned instructional processes, not only hardware.

The planned set of learning experiences, content, objectives and activities that an institution provides to learners. It may include both formal subjects and intended outcomes beyond examinations.

An outline of the topics, units and content to be covered in a course, often with time allocations and assessment details. It specifies what is to be taught within a curriculum.

A teaching method that breaks content into small steps, presents questions, gives immediate feedback and allows learners to progress at their own pace. It is associated with B. F. Skinner.

An approach in which schools adapt to the diverse needs of all learners, including those with disabilities and disadvantaged backgrounds. It promotes participation, equity and belonging in mainstream classrooms.

India's 2009 law making free and compulsory elementary education a fundamental right for children aged six to fourteen. It sets school norms, teacher qualifications and admission responsibilities.

The gap between people who have effective access to digital technologies and internet skills and those who do not. It can limit educational opportunities and worsen social inequality.

The continuous acquisition of knowledge and skills throughout a person's life, through formal, non-formal and informal means. It helps people adapt to changing work and social conditions.