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  3. Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For examp

Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For examp

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问题     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.
    Many studies have shown that children harbor 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. 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.
    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. 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.
    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.
    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 studies 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.
Children’s misconceptions about "pure" curriculum science become incorporated into a conceptual framework, making it and the component ideas ______.
选项
答案more robust but also accessible to modification.
解析 (见文章第二段…making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.。)
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本试题收录于： A类竞赛（研究生）题库大学生英语竞赛（NECCS）分类
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