首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Children’ s ideas about the rainforests and the implication for course design A)Adults and children are frequently confronted wi
Children’ s ideas about the rainforests and the implication for course design A)Adults and children are frequently confronted wi
admin
2014-11-27
26
问题
Children’ s ideas about the rainforests and the implication for course design
A)Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes—about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests—what and where they are, why they are important, what endangers them—independent of any formal tuition. It is also possible that some of these ideas will be mistaken.
B)Many studies have shown that children harbour misconceptions about ’pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.
C)These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
D)Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’ s ideas in this area, the aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programs in environmental studies in their schools.
E)The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term "rainforest". Some children described them as damp, wet or hot.
F)The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa(given by 43% of children), South America(30%), Brazil(25%). Some children also gave more general locations, such as being near the Equator.
G)Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls(70%)than boys(60%)raised the idea of rainforest as animal habitats.
H)Similarly, but at a lower level, more girls(13%)than boys(5%)said that rainforests provided human habitats. These observations are generally consistent with our previous studied of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.
I)The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupil(59%)identified that it is human activities which are destroying rainforests, some personalizing the responsibility by the use of terms such as "we are". About 18% of the pupils referred specifically to logging activity.
J)One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
K)In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils(6%)mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.
L)The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
M)Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the rage of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests.
N)One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.
Lacking chance to re-express their ideas in schools, children fail to communicate with their teachers and peers to exchange views.
选项
答案
C
解析
此句意为“在学校,孩子们缺少机会来表达他们的想法,没能与老师与同伴交流彼此的看法”。与C段第三句意思相同。句中re-express ideas与题干完全重合,may not be providing an opportunity与题干lackingchance to为近义替换。因此,正确答案是C。
转载请注明原文地址:https://jikaoti.com/ti/3zgFFFFM
0
大学英语六级
相关试题推荐
A、SheshouldhavestudiedSpanishhard.B、Shecouldnotfinishthebookwithoutadictionary.C、Shecouldunderstandthebookwi
A、Howshouldwecareforpreciousmetal.B、Astandardunitformeasuringweight.C、Howtojudgethevalueofpreciousmetals.D、
A、Becausethepolicecouldnotseetheminthedark.B、Becausemanyofthemwerearmedwithguns.C、Becausetherewerenotenoug
How"SecondBrain"InfluencesMoodandWeil-BeingAsOlympiansgoforthegoldinVancouver,eventhesteeliestarelikelyt
A、Negative.B、Positive.C、Neutral.D、Indifferent.B观点态度题。短文最后提到,教育董事会的主席说,他们正在就这一问题进行密切观察,如果有需要改正的地方会立刻进行整改。
HomelandSecuritySecretaryJanetNapolitanowarnedthatwejustcan’twin,canwe,airlines?Overthepastseveralyears,asmo
HomelandSecuritySecretaryJanetNapolitanowarnedthatwejustcan’twin,canwe,airlines?Overthepastseveralyears,asmo
A、Itwillstaycloseduntilsummercomes.B、Itisbusyonlyinsummer.C、Itwillgobankrupt.D、Ithaslittlebusinessinthetr
Peoplebornintheautumnlivelongerthanthoseborninthespring.Andtheyarelesslikelytofall【B1】______illwhentheyar
What’sSoFunny?A)Thejokecomesovertheheadphones:"Whichsideofadoghasthemosthair?Theleft."No,notfunny.Tryaga
随机试题
国有资本控股公司、国有资本参股公司与关联方的交易,依照《公司法》和有关行政法规以及公司章程的规定,由公司股东会、股东大会或者董事会决定。下列说法不正确的是()。
龟板的功效为
生地、麦冬、玄参同用的方剂是()(1992年第145题)
Miles手术的适应证是()
人参健脾丸使用注意事项为
一般工业锅炉受热面的蒸发率为( )。
基金与股票的区别在于()。Ⅰ.反映的经济关系不同Ⅱ.筹集资金的投向不同Ⅲ.收益风险水平不同Ⅳ.投资数量不同
项目风险识别的方法和工具有很多,既有结构化方法也有非结构化方法,既有经验性方法也有系统性方法,在具体应用过程中要结合具体情况组合使用。请据此回答下面的问题:以下关于风险识别的说法中不正确的是________。
材料何老师班上的小龙,经常迟到、旷课,不完成作业,还欺负同学。在多次批评教育无效后,何老师决定到他家去一趟,向他父母告状。到小龙家时,何老师惊奇地发现他正在做家务,见到何老师,小龙吃了一惊,但还是喊了一声“老师好”后跑回房间。在同小龙父母交谈后,
读图的三角形坐标图,回答下列小题。如果a、b、c分别表示农业生产社会经济投入中的劳动力投入、生产资料投入、科技投入,下列各点中最能代表亚洲水稻种植业的是()。
最新回复
(
0
)