48 extractive question-and-answer pairs built from Prelims.pmd, published by ncert.nic.in. The source is a 12-page publication. Source-evidenced topics include science textbook, class x, reprint 2026-27, national education policy 2020, covid-19 pandemic, professor j.v. narlikar, professor rupamanjari ghosh, materials. 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. Question types in the export: 26 factual, 10 summary, 7 list, 3 definition, 2 relationship. 22 of the 48 pairs (45.8%) ask explanatory questions; the remaining 26 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 48 extractive question-and-answer pairs derived from the NCERT Class X Science textbook, as published on ncert.nic.in. The questions span various types, including factual, summary, list, definition, and relationship-based queries. The dataset emphasizes activity-based learning and integrates topics such as sustainable development, child-centered education, and interdisciplinary science. Each answer is a verbatim excerpt from the textbook, with metadata linking it to the original source for verification.
Browse more education datasets, including other records from the same source when available.
Explore Education datasetsPanchanan Maheshwari - Question and Answer Dataset
Education · 75 rows
basic_in_education - Question and Answer Dataset
Education · 545 rows
AnnualReport14-15 - Question and Answer Dataset
Education · 1.6K+ rows
NCERT Annual Report 2021-22 - Question and Answer Dataset
Economy · 1K+ rows
0681901_Letter-Pursuing_two_academic__NEP_001 - Question and Answer Dataset
Education · 21 rows
Madrasas in India Organisational Climate and Issues | JOURNAL OF INDIAN EDUCATION - Question and Answer Dataset
Education · 5 rows
Understanding Multilingualism for Promoting Indian Languages, Arts and Culture in Teacher Preparation: NEP 2020. | Educational Trend (A Journal of RIE, Ajmer - NCERT) - Question and Answer Dataset
Education · 8 rows
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/www-ncert-nic-in-942b46e8baada76e9c440cf68181504c/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("www-ncert-nic-in-942b46e8baada76e9c440cf68181504c")
df.head()First 10 of 48 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does the book focus on instead of definitions and technical terms? | 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 | 1.000 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | The emphasis is not on definitions and technical terms, but on the concepts involved. | 7 | page=7,block=0 | 0.850 | valid |
| What type of education system is described in the National Policy on Education (1986)? | 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 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | 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 gap is created by the legacy of bookish learning? | 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 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | 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 is the responsibility of school principals and teachers for the success of 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 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | 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 | |||
| What are students encouraged to do when discussing topics like sustainable development? | arrive at their own decisions after a scientific analysis of all the facts | There has been a conscious attempt to address the relevant social concerns in this science textbook wherever possible — the concerns for people with special needs, the issues of gender discrimination, energy and environment have found their natural place in this book. Students have been encouraged to get into the debates on some of the management concerns (for sustainable development, for example) so that they can arrive at their own decisions after a scientific analysis of all the facts. This book has some features which are meant to enhance its effectiveness. The theme of each chapter has been introduced with examples from daily life, and if possible, by a relevant activity that the students have to perform. The entire approach of the book is, in fact, activity-based, i.e., the students are required to construct knowledge themselves from these activities. | 418 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | Students have been encouraged to get into the debates on some of the management concerns (for sustainable development, for example) so that they can arrive at their own decisions after a scientific analysis of all the facts. | ||||
| What does the National Curriculum Framework, 2005, aim to move away from? | the legacy of bookish learning which continues to shape our system | 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. | 38 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | 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 | |
| What does the National Education Policy 2020 focus on to enhance student learning? | reducing the content load and providing opportunities for experiential learning with creative mindset | In view of the COVID-19 pandemic, it is imperative to reduce content load on students. The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes. Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise. | 139 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. | 5 | page=5,block=1 | 0.700 | valid |
| What does the textbook encourage students to do in terms of scientific exploration? | to think and explore somewhat beyond the syllabus | 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. Difficult and challenging ideas, which are not to be covered at this stage, have often been placed as extra material in the boxes in light orange. The excitement of doing science comes from pursuing the unknown — the students would have the opportunity to think and explore somewhat beyond the syllabus and may feel the urge to continue their scientific expedition at higher levels. All such box items, including brief biography of scientists, are, of course, non-evaluative. Solved examples are provided, wherever felt necessary, to clarify a concept. The in-text questions after a main section are for the students to check their understanding of the topic. | 441 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | The excitement of doing science comes from pursuing the unknown — the students would have the opportunity to think and explore somewhat beyond the syllabus and may feel the urge to continue their scientific expedition at higher levels. | ||||
| What is one of the objectives of the syllabi and textbooks developed under the National Curriculum Framework, 2005? | to discourage rote learning and the maintenance of sharp boundaries between different subject areas | 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. | 285 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. | 3 | page=3,block=0 | 0.700 | |
| What is provided at the conclusion of each chapter for summarization? | a quick review of the important points covered in the chapter | At the end of each chapter, there is a quick review of the important points covered in the chapter. We have introduced some multiple choice questions in the exercises. There are problems of different difficulty levels answers to the multiple- choice questions and numericals, and hints for the difficult questions are included at the end of the book. | 37 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jesc1ps.pdf | At the end of each chapter, there is a quick review of the important points covered in the chapter. | 7 | page=7,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| page=3,block=0 |
| 0.700 |
| valid |
| 7 |
| page=7,block=0 |
| 0.700 |
| valid |
| valid |
| 7 |
| page=7,block=0 |
| 0.700 |
| valid |
| valid |