Several years ago, a student working on a research project in my laboratory approached me

Several years ago, a student working on a research project in my laboratory approached me with concern.“I’m doing something wrong,”she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,“Why do you think you’re doing something wrong?” “Because I’m not getting what you said I should get,”she replied with some confusion.
Her response shocked me. I had not told her what she“should get”, but we had discussed some published hypotheses(假说) several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true.
But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism(质疑) that goes with new discoveries before they are accepted.
Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day.
【小题1】The student thought her research project had gone wrong because .A．she was not making progressB．her teacher told her soC．she couldn’t get enough dataD．she had some unexpected findings【小题2】How did the writer feel when he found out the reason for the student’s confusion?A．Confused.B．Surprised.C．Excited.D．Pleased.【小题3】What is to blame for the student’s misunderstanding about science?A．Her own carelessness.B．Her teacher’s lack of experience.C．The method of science education.D．The publication of some wrong hypotheses.【小题4】What is the last paragraph mainly about?A．The meaning of understanding science.B．How to use known facts.C．The best way to make scientific discoveries.D．How to use scientific knowledge in daily life.D

(答案→)D 解析：这篇文章主要是想告诉我们要理解科学，而不是牢记，这对我们的生活有着非常大的意义。【小题1】细节题。根据文章可知，On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses.这个学生认为他的科研项目出现问题了，是因为她的实验获得一些意外的结果。故选D【小题2】细节题。根据文章Her response shocked me.可知，当作者知道了学生的理由时候，感到很惊讶。故选B【小题3】细节题。根据文章But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures;可知，科学教育的方式导致了学生对科学的误解。故选C【小题4】细节题。文章最后一段主要讲的是对科学过程的理解对我们的生活有很大的帮助。故选A

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