76 extractive question-and-answer pairs built from the source document, published by ncert.nic.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 49 of the 76 pairs (64.5%) are explanatory questions and 27 restate a figure. 100.00% of rows pass the corpus quality gate.
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import desidata
df = desidata.load("class-x-science-textbook-by-ncert-question-and-answer-dataset")
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 76 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What type of education system does the National Policy on Education (1986) advocate for? | a child-centred system of education | This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 464 | definition | 1.000 | We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). | 3 | page=3,block=0 | 0.700 | valid |
| What does the National Policy on Education (1986) outline? | a child-centred system of education | This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 464 | definition | 1.000 | We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). | 3 | page=3,block=0 | 0.700 | valid |
| What is emphasis? | not on definitions and technical terms, but on the concepts involved | The entire approach of the book is, in fact, activity-based, i.e., the students are required to construct knowledge themselves from these activities. The emphasis is not on definitions and technical terms, but on the concepts involved. Special care has been taken so that the rigour of science is not lost while simplifying the language. | 166 | definition | 0.980 | The emphasis is not on definitions and technical terms, but on the concepts involved. | 7 | page=7,block=0 | 0.850 | valid |
| What is the full form of NCERT? | National Council of Educational Research and Training | The National Council of Educational Research and Training (NCERT), besides expressing its gratefulness towards the members of the Textbook Development Committee for their contribution in the development of the Science Textbook for Class X, also acknowledges the contribution of the following members for reviewing, editing, refining, and finalisation of the manuscript of the book. Kanhiya Lal, Principal (Retd.), Directorate of Education, NCT, Delhi; Ranveer Singh, Lecturer, Sarvodaya Bal Vidyalaya, Timarpur, Delhi; Bharat Poorey, Professor (Retd.), Govt. Post Graduate College, Indore; Gagandeep Bajaj, Lecturer, S.P.M. College, Delhi University, Delhi; Ravinder Kaur, TGT, Kendriya Vidyalaya, Rohini, Delhi; Renu Puri, TGT, N.C. | 4 | definition | 0.980 | The National Council of Educational Research and Training (NCERT), besides expressing its gratefulness towards the members of the Textbook Development Committee for their contribution in the development of the Science Textbook for Class X, also acknowledges the contribution of the following members for reviewing, editing, refining, and finalisation of the manuscript of the book. | 10 | page=10,block=2 | ||
| What role are school principals and teachers expected to play in implementing the National Curriculum Framework, 2005? | to encourage children to reflect on their own learning and to pursue imaginative activities and questions | This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 647 | relationship | 0.970 | The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 3 | page=3,block=0 | 0.700 | |
| What is the role of school principals and teachers in the success of the National Curriculum Framework? | to encourage children to reflect on their own learning and to pursue imaginative activities and questions | This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 647 | relationship | 0.970 | The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 3 | page=3,block=0 | 0.700 | |
| What is necessary for inculcating creativity and initiative in children? | perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 352 | relationship | 0.970 | Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. | 3 | page=3,block=0 | 0.700 | valid |
| What will determine the effectiveness of the textbook in making school life enjoyable for children? | The methods used for teaching and evaluation | The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development team responsible for this book. We wish to thank the Chairman of the advisory group in science and mathematics, Professor J.V. | 0 | relationship | 0.970 | The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. | 3 | page=3,block=0 | ||
| What gap in the education system does the National Curriculum Framework, 2005, seek to bridge? | a gap between the school, home and community | This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. | 116 | summary | 0.970 | This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. | 3 | page=3,block=0 | 0.700 | valid |
| What significant shift in schools is associated with treating children as participants in learning? | considerable change in school routines and mode of functioning | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 473 | summary | 0.970 | These aims imply considerable change in school routines and mode of functioning. | 3 | page=3,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
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| valid |
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| 0.700 |
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