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 anyformal tuition. It is also possible that some of these ideas will be mistaken. 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 organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. 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.
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 programmes in environmental studies in their schools.
TRUEif the statement agrees with the information FALSEif the statement contradicts the information NOT GIVEN if there is no information on this
1 The plight of the rainforests has largely been ignored by the media. 2 Children only accept opinions on rainforests that they encounter in their classrooms. 3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school. 4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them. 5 Teachers are working effortlessly to change their students’ mind about deforestation. 6 Contrary to children, adults will learn about rainforests in school.
7 The television news channels always broadcast wrong information about environment.
Answer (các em bôi đen để thấy đáp án):
1/NG 2/F 3/T 4/T 5/ NG 6/NG 7/NG
Be confronted with: Đối mặt với
The alarming rate of: Tỉ lệ đáng báo động
Readily relate: Ảnh hưởng một cách nhanh chóng và dễ dàng
At a rate equivalent to: Với tỉ lệ ngang bằng với
In the face of: Bởi vì
Independent of anyformal tuition: Độc lập với bất cứ một hành động giảng dạy chính thức nào.
Harbour misconceptions: Có những quan niệm sai lầm
Conceptual framework: khuôn khổ khái niệm
Robust: Bền vững
Accessible to modification: Có thể thay đổi
Absorbing ideas through the popular media: Tiếp thu ý kiến thông qua các phương tiện truyền thông đại chúng
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