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题型:阅读理解-阅读单选 难度:0.65 引用次数:448 题号:20960748

Despite all the efforts students make to graduate with a science major, research has shown that most college science courses provide students with only a fragmented (碎片化的) understanding of fundamental scientific concepts. The teaching method improves memorization of separate facts, proceeding from one textbook chapter to the next without necessarily making connections between them, instead of learning how to use the information and connect those facts meaningfully.

With that in mind, we developed a series of cross-disciplinary (跨学科的) activities. In our most recent study, we investigated how well college students could use their chemistry knowledge to explain real-world biological phenomena. To begin with, we interviewed 28 first-year college students majoring in sciences or engineering. All had taken both introductory chemistry and biology courses. We asked them to identify connections between the content of these courses and what they believed to be the take-home messages from each course. The students responded with extensive lists of topics, concepts, and skills that they’d learned in class.

Following that, a set of cross-disciplinary activities were designed to guide students in the use of core chemistry ideas and knowledge to help explain real-world biological phenomena. One activity explored the impacts of ocean acidification on seashells. Here, the students were asked to use basic chemistry ideas to explain how the increasing level of carbon dioxide in sea water is affecting shell-building marine animals such as corals, clams and oysters.

Overall, the students felt confident of their chemistry knowledge. However, they had a harder time applying the same chemistry knowledge to explaining the biological phenomena. These findings highlight that a big gap remains between what students learn in their science courses and how well prepared they are to apply that information.

The students in our study also reported that these activities helped them see links between the two disciplines that they wouldn’t have perceived otherwise. The ability to make these connections is important beyond the classroom as well, because it’s the basis of science literacy (科学素养). So we also came away with evidence that our chemistry students at least would like to have the ability to have a deeper understanding of science and how to apply it.

1. What does the existing science education fail to do according to the research?
A.Extend students’ theoretical knowledge.
B.Engage students in more outdoor activities.
C.Encourage students to enjoy the learning process.
D.Teach students to make connections among different subjects.
2. What can we learn about the student interviewees?
A.They have rich academic knowledge.B.They pay little attention to biology courses.
C.They hardly identify the core ideas of science.D.They fully understand their major’s importance.
3. The activity about ocean acidification expects students to _______________.
A.analyse the exact composition of sea water.
B.study some unusual phenomena under the sea.
C.come up with practical methods to protect sea life.
D.explain the effects of carbon dioxide on sea creatures.
4. What does the author see from the result of the study?
A.The need to remove the unfairness in education.
B.The difficulties of cross-disciplinary study.
C.The potential to promote students’ science literacy.
D.The method of increasing students’ practical skills.
【知识点】 说明文 当代教育问题

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