A key aspect of the new ways of teaching science is to focus on helping students
overcome deeply rooted misconceptions that __36__ with learning. Especially in
people’s knowledge of the physical, it is clear that prior knowledge, constructed
out of personal experiences and observations—conflict with new learning.
__37__ are useful for explaining why a rock falls faster than a leaf, but they can
lead to misconceptions that are difficult to overcome. Misconceptions, __38__, are also the starting point for new approaches to teaching scientific thinking. By
probing students’ beliefs and helping them develop ways to __39__ conflicting
views, teachers can guide students to construct coherent and broad
understandings of scientific concepts. This and other new approaches are major
breakthroughs in teaching science. Students can often answer face-based
questions on tests that imply understanding, but misconceptions will __40__
as the students are questioned about scientific concepts. 【題組】40. (A) surface (B) surround (C) suspend (D) sustain
Students can often answer face-based questions on tests that imply understanding, but misconceptions will __40__ as the students are questioned about scientific concepts.
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