【易伯华出品】雅思阅读机经真题解析-儿童数学教育

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A

It has been pointed out that learning mathematics and science is not so much

learning facts as learning ways of thinking. It has also been emphasized that in

order to learn science, people often have to change the way they think in

ordinary situations. For example, in order to understand even simple concepts

such as heat and temperature, ways of thinking of temperature as a measure of

heat must be abandoned and a distinction between 'temperature' and 'heat' must

be learned. These changes in ways of thinking are often referred to as

conceptual changes. But how do conceptual changes happen? How do young people

change their ways of thinking as they develop and as they learn in school?

B

Traditional instruction based on telling students how modem scientists think

does not seem to be very successful. Students may learn the definitions, the

formulae, the terminology, and yet still maintain their previous conceptions.

This difficulty has been illustrated many times, for example, when instructed

students are interviewed about heat and temperature. It is often identified by

teachers as a difficulty in applying the concepts learned in the classroom;

students may be able to repeat a formula but fail to use the concept represented

by the formula when they explain observed events.

C

The psychologist Piaget suggested an interesting hypothesis relating to the

process of cognitive change in children. Cognitive change was expected to result

from the pupils' own intellectual activity. When confronted with a result that

challenges their thinking—that is, when faced with conflict—pupils realize that

they need to think again about their own ways of solving problems, regardless of

whether the problem is one in mathematics or in science. He hypothesized that

conflict brings about disequilibrium, and then triggers equilibration processes

that ultimately produce cognitive change. For this reason, according to Piaget

and his colleagues, in order for pupils to progress in their thinking they need

to be actively engaged in solving problems that will challenge their current

mode of reasoning. However, Piaget also pointed out that young children do not

always discard their ideas in the face of contradictory evidence. They may

actually discard the evidence and keep their theory.

D

Piaget's hypothesis about how cognitive change occurs was later translated

into an educational approach which is now termed 'discovery learning'. Discovery

learning initially took what is now considered the: 'lone learner' route. The

role of the teacher was to select situations that challenged the pupils'

reasoning; and the pupils' peers had no real role in this process. However, it

was subsequently proposed that interpersonal conflict, especially with peers,

might play an important role in promoting cognitive change. This hypothesis,

originally advanced by Perret-Clermont and Doise and Mugny, has been

investigated in many recent studies of science teaching and learning.

E

Christine Howe and her colleagues, for example, have compared children's

progress in understanding several types of science concepts when they are given

the opportunity to observe relevant events. In one study, Howe compared the

progress of 8 to 12-year-old children in understanding what influences motion

down a slope. In order to ascertain the role of conflict in group work, they

created two kinds of groups according to a pre-test: one in which the children

had dissimilar views, and a second in which the children had similar views. They

found support for the idea that children in the groups with dissimilar views

progressed more after their training sessions than those who had been placed in

groups with similar views. However, they found no evidence to support the idea

that the children worked out their new conceptions during their group

discussions, because progress was not actually observed in a post-test

immediately after the sessions of group work, but rather in a second test given

around four weeks after the group work.

F

In another study, Howe set out to investigate whether the progress obtained

through pair work could be a function of the exchange of ideas. They

investigated the progress made by 12-15-year-old pupils in understanding the

path of falling objects, a topic that usually involves conceptual difficulties.

In order to create pairs of pupils with varying levels of dissimilarity in their

initial conceptions, the pupils' predictions and explanations of the path of

falling objects were assessed before they were engaged in pair work. The work

sessions involved solving computer-presented problems, again about predicting

and explaining the paths of falling objects. A post-test, given to individuals,

assessed the progress made by pupils in their conceptions of what influenced the

path of falling objects.

Questions 28-30

Choose THREE

letters, A-F.

The list below contains some possible statements about learning

Which THREE of these statements are attributed to Piaget by the writer of the

passage?

A Teachers play a big role in learning by explaining difficult concepts.

B Mental challenge is a stimulus to learning.

C Teaching should be consistent in order to easily acquire knowledge.

D Children sometimes ignore evidence that conflicts with their original

believes.

E Children can help each other make cognitive progress.

F Cognitive progress is mainly relied on children's own intellectual

activity.

Questions 31-33

Choose THREE letters, A-F.

Which THREE of these statements describe Howe's experiment with

8-12-year-olds children?

A The difference of learning progress between groups was obvious.

B The most active children made the least progress.

C The children were evaluated on their abilities to understand a physics

phenomenon.

D The teacher aided the children to understand a scientific problem.

E A total of three tests were given to the children.

F All the children were working in mixed-ability groups.

Questions 34-37

Do the following statements agree with the hypothesis of the psychologist

Piaget?

In boxes 34-37 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

34 facing incompatible problems in different disciplines, students may be

required to rethink their approach to solve the problem

35 Pupils learn new solutions by keep questioning their original ways of

thinking.

36 With clear instructions, students could acquire new concepts with few

problems.

37 Young children are less likely to change their concepts in problems of

science than in mathematics.

Questions 38-40

Choose the correct letter. A, B, C or D.

Write the correct letter in boxes 38-40 on your answer sheet.

38 The Tone learner' route is an educational approach which

A is the main approach for discovery learning in many teaching now

B requires help from the pupils' peers.

C relies on how the teacher guides the students heavily.

D missed an important part for discovery learning.

39 it can be inferred from the passage as experiment in paragraph E

A that children acquire more when learning in groups.

B That children opposing each other would learn slower.

C Researches should check feedback right after the first test.

D There can be a satisfying result thanks to the duration of it.

40 Howe set out the pair work experiment in order to

A study how 12-15-years old pupils learn scientific concepts.

B assess whether teammates would have the features of exchange ideas.

C investigate pupils the ability of solving physics problems.

D predict and explain the path of falling objects.

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