layout of Clarence Saunders’ store
his newly designed grocery store, he divided the store into three different areas: ‘A front lobby’ served as an entrance, an exit, as well as the checkouts at the front. ‘A sales department’ was deliberately designed to allow customers to wander around the aisle and select their needed groceries.
:
C.
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a reference to a reduction by chain stores in labour costs | labour is a major expense |
D. |
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: how Clarence Saunders’ idea had been carried out | put his perspective into practice, that is, to establish a grocery wholesale cooperative. In his newly designed grocery store, he divided the store into three different areas |
C should be the answer for this question. |
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: how people used to shop before Clarence Saunders’ stores opened | the customers would ask help from the people behind the counters (called clerks) for the items they liked, and then the clerks would wrap the items up. |
A. |
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: a description of economic success brought by Clarence Saunders’s stores | opened nine branches in Memphis. Meanwhile, Saunders immediately applied a patent for the self-service concept and began franchising Piggly Wiggly stores. Thanks to the employment of self-service and franchising, the number of Piggly Wiggly had increased to nearly 1,300 by 1923. Piggly Wiggly sold $100 million (worth $1.3 billion today) in groceries, which made it the third-biggest grocery retailer in the nation. |
F contains the information. |
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 6-10 on your answer sheet.
Clarence Saunders’ first job was as 6 in a grocery store.
In Clarence Saunders’ store, people should pay for goods in the 7
Customers would be under surveillance when shopping in the 8
Another area in his store was called ' 9 ’, which was only accessible to the internal staff.
In Clarence Saunders’ shopping design, much work was done by the 10 .
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: Clarence Saunders’ first job was as ________ in a grocery store. | work first as a clerk in a grocery store |
B. According last sentences of the paragraph, he left school to work first as a clerk in a grocery store. In other words, Saunders’ first job was as (a) clerk in a grocery store. Thus, the answer must be “(a) clerk”. |
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: In Clarence Saunders’ store, people should pay for goods in the | A front lobby’ served as an entrance, an exit, as well as the checkouts at the front |
C. as mentioned before, this paragraph refers to the layout of his store, then it must contain the information about the payment. After scanning, we find out that ‘a font lobby’ served as the checkouts. In other words, people should pay for goods at a front lobby. Hence, the answer must be “front lobby”. |
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: Customers would be under surveillance when shopping in the | monitor the customers without disturbing them. |
Customers would be under surveillance when shopping in the gallery”. |
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: Another area in his store was called ‘________’, which was only accessible to the internal staff. | another section of his grocery store only for the staff to enter. |
C, we can locate the information needed. According to the collected information, stockroom is another section of Saunders’ grocery store only for the staff to enter. In other words, stockroom was only accessible to the internal staff. Thus, we can conclude that the answer must be “stockroom”. |
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In Clarence Saunders’ shopping design, much work was done by the ________ | was optimistic for the improvement. |
customers”. |
Choose the correct letter, A, B, C or D ,
Write the correct letter in boxes 11-13 on your answer sheet.
Why did Clarence Saunders want to propel the improvement of grocery stores at his age?
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: Why did Clarence Saunders want to propel the improvement of grocery stores at his age?
| proposed an unprecedented solution—let the consumers do self-service in the process of shopping—which might bring a thorough revolution to the whole industry. |
B. Accordingly, Saunders proposed an solution which is letting the consumers do self-service in the process of shopping after he noticed that the inconvenient shopping mode at that time could lead to tremendous consumption of time and money. From that point, we can figure out that Saunders want to propel the improvement of grocery stores at his age because he thought this could enable customers’ life to be more convenient. Therefore, the answer for this question must be C. |
The Piggly Wiggly store was
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: The Piggly Wiggly store was located in Virginia self-service.
| self-service revolution in the USA by opening the first Piggly Wiggly featured by the turnstile at the entrance store at 79 Jefferson Street in Memphis, Tennessee. |
B. |
Today, the main thing associated with Clarence Saunders is that
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: Today, the main thing associated with Clarence Saunders is that
| abundant legacies mainly symbolised by Piggly Wiggly, the pattern of which spread extensively and lasted permanently. |
C. |
Reading Passage 2 has eleven paragraphs, A-K.
Write the correct letter, A-K , in boxes 14-18 on your answer sheet.
14 A B C D E F G H I J K an approach to research on chimpanzees' culture that is only based on official sources
15 A B C D E F G H I J K mention of a new system designed by two scientists who aim to solve the problem
16 A B C D E F G H I J K reasons why previous research on ape culture is problematic
17 A B C D E F G H I J K new classification of data observed or collected
18 A B C D E F G H I J K an example showing that the cultural traits of chimpanzees can lead to a change in local people’s attitude towards their preservation
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: an approach to research on chimpanzees' culture that is only based on official sources | attempts to document cultural diversity among chimpanzees have solely relied upon officially published accounts of the behaviours reported at each research site. |
H contains the information. |
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: mention of a new system designed by two scientists who aim to solve the problem | tackle these problems, my colleague and I determined to take a new approach. We asked field researchers at each site to list all the behaviours which they suspected were local traditions. |
J. |
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: reasons why previous research on ape culture is problematic | this approach probably neglects a good deal of cultural variation for three reasons… First, scientists normally don’t publish an extensive list of all the activities they do not see at a particular location… |
Q14, we can figure out the answer for this question. It is said that the approach in Q14 probably neglects a good deal of cultural variation for three reasons. As entering the next paragraph, the author lists these three reasons so that the information in this question must be contained in the next paragraph. For that reason, we can conclude that I is the answer. |
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: new classification of data observed or collected | classified each behaviour regarding its occurrence or absence in the chimpanzee community. |
K. Thus, the answer must be K. |
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: an example showing that the cultural traits of chimpanzees can lead to a change in local people’s attitude towards their preservation | , the conservation efforts have already altered the attitudes of some local people. After several organisations showed videotapes illustrating the cognitive prowess of chimpanzees, one Zairian viewer was heard to exclaim, ‘Ah, this ape is so like me, I can no longer eat him.’ |
G. |
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-23 on your answer sheet, write
TRUE | if the statement agrees with the information |
FALSE | if the statement contradicts the information |
NOT GIVEN | If there is no information on this |
19 TRUE FALSE NOT GIVEN The research found that scientists can make chimpanzees possess the same complex culture as human beings.
20 TRUE FALSE NOT GIVEN Humans and apes lived together long time ago and shared most of their genetic substance.
21 TRUE FALSE NOT GIVEN Even Toshisada Nishida and Jane Goodall’s beginning studies observed many surprising features of civilised behaviours among chimpanzees.
22 TRUE FALSE NOT GIVEN Chimpanzees, like humans, have the ability to deliver cultural behaviours mostly from genetic inheritance.
23 TRUE FALSE NOT GIVEN For decades, researchers have investigated chimpanzees by data obtained from both unobserved and observed approaches.
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: The research found that scientists can make chimpanzees possess the same complex culture as human beings. | |
NOT GIVEN. |
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: Humans and apes lived together long time ago and shared most of their genetic substance. | Homo sapiens and Pan Troglodytes have coexisted for hundreds of millennia and their genetic similarities surpass 98 per cent, we still knew next to nothing about chimpanzee behaviour in the wild until 40 years ago. |
TRUE. |
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: Even Toshisada Nishida and Jane Goodall’s beginning studies observed many surprising features of civilised behaviours among chimpanzees. | witnessed a variety of unexpected behaviours, ranging from fashioning and using tools, hunting, meat eating, food sharing to lethal fights between members of neighbouring communities. |
TRUE. |
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: Chimpanzees, like humans, have the ability to deliver cultural behaviours mostly from genetic inheritance. | do not have myths and legends, but they do share the capacity to pass on behavioural traits from one generation to another, not through their genes but via learning. |
FALSE. |
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: For decades, researchers have investigated chimpanzees by data obtained from both unobserved and observed approaches. | solely relied upon officially published accounts of the behaviours reported at each research site. |
Q14, the researcher mostly based on official sources. In other words, they have investigated chimpanzees only by data obtained from observed approaches. Thus, the information is FALSE. |
Answer the questions below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 24-27 on your answer sheet.
When did the unexpected discoveries of chimpanzee behaviour start?
Which country is the researching site of Toshisada Nishida and Jane Goodall?
What did the chimpanzee have to get used to in the initial study?
What term did Jane Goodall suggest to describe chimpanzees in different regions using different tools in 1973?
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: When did the unexpected discoveries of chimpanzee behaviour start? | chimpanzees became more and more accustomed to close observation, the remarkable discoveries emerged. Researchers witnessed a variety of unexpected behaviours… |
(in the) 1960s”. |
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: Which country is the researching site of Toshisada Nishida and Jane Goodall? | launched their studies of wild chimpanzees at two field sites in Tanzania. |
Tanzania”. |
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: What did the chimpanzee have to get used to in the initial study? | primary studies, as the chimpanzees became more and more accustomed to close observation, the remarkable discoveries emerged. |
close observation”. |
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: What term did Jane Goodall suggest to describe chimpanzees in different regions using different tools in 1973? | 1973, 13 forms of tool use and 8 social activities which appeared to differ between the Gombe chimpanzees and chimpanzee species elsewhere were recorded by Goodall. She speculated that some variations shared what she referred to as a ‘cultural origin’ |
cultural origin”. |
Look at the following statements or descriptions (Questions 28-32 ) and the list of people below.
Match each statement or description with the correct person or people, A, B, C or D
Write the correct letter, A, B, C or D , in boxes 28-32 on your answer sheet.
Lists of People | |
A | Piaget |
B | Mehan |
C | Donaldson |
D | Lacey, Hargreaves and Lambert |
28 A B C D A wrong answer indicates more of a child’s different perspective than incompetence in reasoning.
29 A B C D Logical reasoning involving in the experiment is beyond children’s cognitive development.
30 A B C D Children’s reluctance to comply with the game rules or miscommunication may be another explanation.
31 A B C D There is evidence of a scientific observation approach to research.
32 A B C D There is a flawed detail in experiments on children's language development.
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wrong answer indicates more of a child’s different perspective than incompetence in reasoning. | wrong answers does not include in it a child’s lack of reasoning capacity; it only records that the children gave a different answer rather than the one the tester expected. |
B. |
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involving in the experiment is beyond children’s cognitive development. | logical task in figuring out that the two containers were the same size even though they had different shapes, because their cognitive development had not reached the necessary phase. |
A. |
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reluctance to comply with the game rules or miscommunication may be another explanation. | unwilling to play the experimenter’s game, or that they did not quite understand the question asked by the experimenter |
C. |
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There is evidence of a scientific observation approach to research. | ethnographic or participant observation approach, |
D. |
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There is a flawed detail in experiments on children's language development. | a language development test, researchers show children a picture of a medieval fortress, complete with moat, drawbridge, parapets and three initial consonants in it: D, C, and G |
B. |
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 33-36 on your answer sheet.
In Piaget’s experiment, he asked the children to distinguish the amount of 33 in different containers.
In response to Mehan’s question, subjects are more inclined to answer with the wrong answer '‘ 34 ’' instead of the correct answer C.
Some people criticised the result of Piaget experiment, but Donaldson thought the flaw could be rectified by 35
Most qualitative research conducted by Lacey, Hargreaves and Lambert was done in a 36
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Piaget’s experiment, he asked the children to distinguish the amount of _________ in different containers. | Piaget had a well-known experiment in which he asked the children to compare the amount of liquid in containers with different shapes. |
liquid”. |
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In response to Mehan’s question, subjects are more inclined to answer with the wrong answer instead of the correct answer C. | responded ‘Disneyland’. They adopted the reasoning line expected by the experimenter but got to the wrong substantive answer. |
Disneyland”. |
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Donaldson thought the flaw could be rectified by ________ | Donaldson consider these as technical issues, which can be resolved through more rigorous experimentation. |
rigorous experimentation”. |
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Most qualitative research conducted by Lacey, Hargreaves and Lambert was done in a | Lacey, Hargreaves and Lambert in a boys’ grammar school, a boys’ secondary modern school, and a girls’ grammar school in Britain |
grammar school”. |
Choose THREE letters, A-F.
Write the correct letters in boxes 37-39 on your answer sheet.
The list below includes characteristics of the ‘qualitative research’.
Which THREE are mentioned by the writer of the passage?
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: Which THREE are mentioned by the writer of the passage? Coding behaviour in terms of a predefined set of categories Designing an interview as an easy conversation Working with well-organised data in a closed set of analytical categories Full of details instead of loads of data in questionnaires Asking to give open-ended answers in questionnaires Recording the researching situation and applying note-taking |
record what happens or write in detail open-ended field-notes, instead of coding behaviour concerning a predetermined set of categories will ask open-ended questions… Actually, qualitative interviews are often designed to resemble casual conversations. |
Q37-39 must be B, E, F (in any order) |
Choose the correct letter, A, B, C or D.
Write the correct letter in box 40 on your answer sheet.
What is the main idea of the passage?
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: What is the main idea of the passage? to prove that quantitative research is most applicable to children’s education to illustrate the society lacks of deep comprehension of educational approach to explain the ideas of quantitative research and the characteristics of the related criticisms to imply qualitative research is a flawless method compared with quantitative one | questions regarding the assumption in the logic of quantitative educational research … Such criticisms of quantitative educational research have also inspired more and more educational researchers to adopt qualitative methodologies… Qualitative researches have an intensive focus on exploring the nature of certain phenomena in the field of education, … |
C. |
You should spend about 20 minutes on Questions 1-13 , which are based on Reading Passage 1 below.
A. At the very beginning of the 20th century, the American grocery stores offered comprehensive services: the customers would ask help from the people behind the counters (called clerks ) for the items they liked, and then the clerks would wrap the items up. For the purpose of saving time, customers had to ask delivery boys or go in person to send the lists of what they intended to buy to the stores in advance and then went to pay for the goods later. Generally speaking, these grocery stores sold only one brand for each item. Such early chain stores as A&P stores, although containing full services, were very time-consuming and inefficient for the purchase.
B. Born in Virginia, Clarence Saunders left school at the age of 14 in 1895 to work first as a clerk in a grocery store. During his working in the store, he found that it was very inefficient for people to buy things there. Without the assistance of computers at that time, shopping was performed in a quite backward way. Having noticed that this inconvenient shopping mode could lead to tremendous consumption of time and money, Saunders, with great enthusiasm and innovation, proposed an unprecedented solution—let the consumers do self-service in the process of shopping—which might bring a thorough revolution to the whole industry.
C. In 1902, Saunders moved to Memphis to put his perspective into practice, that is, to establish a grocery wholesale cooperative. In his newly designed grocery store, he divided the store into three different areas: A 'front lobby ’ served as an entrance, an exit, and included checkouts at the front. ‘A sales department’ was deliberately designed to allow customers to wander around the aisle and select their needed groceries. In this way, the clerks would not do the unnecessary work but arrange more delicate aisle and shelves to display the goods and enable the customers to browse through all the items. In the gallery above the sales department, supervisors can monitor the customers without disturbing them. ‘ Stockroom ’, where large fridges were placed to maintain fresh products, is another section of his grocery store only for the staff to enter. Also, this new shopping design and layout could accommodate more customers to go shopping simultaneously and even lead to some unimaginable phenomena: impulse buying and later supermarket.
D. On September 6, 1916, Saunders performed the self-service revolution in the USA by opening the first Piggly Wiggly featured by the turnstile at the entrance store at 79 Jefferson Street in Memphis, Tennessee. Quite distinct from those in other grocery stores, customers in Piggly Wiggly chose the goods on the shelves and paid the items all by themselves. Inside the Piggly Wiggly, shoppers were not at the mercy of staff. They were free to roam the store, check out the products and get what they needed by their own hands. There, the items were clearly priced, and no one forced customers to buy the things they did not need. As a matter of fact, the biggest benefit that the Piggly Wiggly brought to customers was the money-saving effect. Self-service was optimistic for the improvement. ‘It is good for both the consumer and retailer because it cuts costs,’ noted George T. Haley, a professor at the University of New Haven and director of the Centre for International Industry Competitiveness, ‘ if you look at the way in which grocery stores (previous to Piggly Wiggly and Alpha Beta) were operated, what you can find is that there are a great number of workers involved, and labour is a major expense .’ Fortunately, the chain stores such as Piggly Wiggly cut the fat.
E. Piggly Wiggly and this kind of self-service stores soared at that time. In the first year, Saunders opened nine branches in Memphis. Meanwhile, Saunders immediately applied a patent for the self-service concept and began franchising Piggly Wiggly stores. Thanks to the employment of self-service and franchising, the number of Piggly Wiggly had increased to nearly 1,300 by 1923. Piggly Wiggly sold $100 million (worth $1.3 billion today) in groceries, which made it the third-biggest grocery retailer in the nation . After that, this chain store experienced company listing on the New York Stock Exchange, with the stocks doubling from late 1922 to March 1923. Saunders contributed significantly to the perfect design and layout of grocery stores. In order to keep the flow rate smooth, Saunders even invented the turnstile to replace the common entrance mode.
F. Clarence Saunders died in 1953, leaving abundant legacies mainly symbolised by Piggly Wiggly, the pattern of which spread extensively and lasted permanently.
You should spend about 20 minutes on Questions 14-27 , which are based on Reading Passage 2 below.
A After studying the similarities between chimpanzees and humans for years, researchers have recognised these resemblances run much deeper than anyone first thought in the latest decade. For instance, the nut cracking observed in the Tai Forest is not a simple chimpanzee behaviour, but a separate adaptation found only in that particular part of Africa, as well as a trait which is considered to be an expression of chimpanzee culture by biologists. These researchers frequently quote the word ‘culture’ to describe elementary animal behaviours, like the regional dialects of different species of songbirds, but it turns out that the rich and varied cultural traditions chimpanzees enjoyed rank secondly in complexity only to human traditions.
B During the past two years, the major research group which studies chimpanzees collaborated unprecedentedly and documented some distinct cultural patterns, ranging from animals’ use of tools to their forms of communication and social customs. This emerging picture of chimpanzees affects how human beings ponder upon these amazing creatures. Also, it alters our conception of human uniqueness and shows us the extraordinary ability of our ancient ancestors to create cultures.
C Although we know that Homo sapiens and Pan Troglodytes have coexisted for hundreds of millennia and their genetic similarities surpass 98 per cent, we still knew next to nothing about chimpanzee behaviour in the wild until 40 years ago. All this began to change in the 1960s when Toshisada Nishida of Kyoto University in Japan and renowned British primatologist Jane Goodall launched their studies of wild chimpanzees at two field sites in Tanzania . (Goodall’s research station at Gombe—the first of its kind—is more famous, but Nishida’s site at Mahale is the second oldest chimpanzee research site in the world.)
D During these primary studies, as the chimpanzees became more and more accustomed to close observation , the remarkable discoveries emerged. Researchers witnessed a variety of unexpected behaviours, ranging from fashioning and using tools, hunting, meat eating, food sharing to lethal fights between members of neighbouring communities.
E In 1973, 13 forms of tool use and 8 social activities which appeared to differ between the Gombe chimpanzees and chimpanzee species elsewhere were recorded by Goodall. She speculated that some variations shared what she referred to as a ‘ cultural origin ’. But what exactly did Goodall mean by ‘culture’? According to the Oxford Encyclopedic English Dictionary, culture is defined as ‘the customs. . .and achievements of a particular time or people.’ The diversity of human cultures extends from technological variations to marriage rituals, from culinary habits to myths and legends. Of course, animals do not have myths and legends, but they do share the capacity to pass on behavioural traits from one generation to another, not through their genes but via learning. From biologists’ view, this is the fundamental criterion for a cultural trait—something can be learnt by observing the established skills of others and then passed on to following generations.
F What are the implications for chimpanzees themselves? We must place a high value upon the tragic loss of chimpanzees, who are decimated just when finally we are coming to appreciate these astonishing animals more completely. The population of chimpanzees has plummeted and continued to fall due to illegal trapping, logging and, most recently, the bushmeat trade within the past century. The latter is particularly alarming because logging has driven roadways, which are now used to ship wild animal meat—including chimpanzee meat to consumers as far afield as Europe, into forests. Such destruction threatens not only the animals themselves but also a host of fascinatingly different ape cultures.
G However, the cultural richness of the ape may contribute to its salvation. For example, the conservation efforts have already altered the attitudes of some local people. After several organisations showed videotapes illustrating the cognitive prowess of chimpanzees, one Zairian viewer was heard to exclaim, ‘Ah, this ape is so like me, I can no longer eat him.’
H How did an international team of chimpanzee experts perform the most comprehensive survey of the animals ever attempted? Although scientists have been delving into chimpanzee culture for several decades, sometimes their studies contained a fatal defect. So far, most attempts to document cultural diversity among chimpanzees have solely relied upon officially published accounts of the behaviours reported at each research site . But this approach probably neglects a good deal of cultural variation for three reasons.
I First, scientists normally don’t publish an extensive list of all the activities they do not see at a particular location. Yet this is the very information we need to know—which behaviours were and were not observed at each site. Second, there are many reports describing chimpanzee behaviours without expressing how common they are; without this information, we can’t determine whether a particular action was a transient phenomenon or a routine event that should be considered part of its culture. Finally, researchers’ description of potentially significant chimpanzee behaviours often lacks sufficient detail, which makes it difficult for scientists from other spots to report the presence or absence of the activities.
J To tackle these problems, my colleague and I determined to take a new approach. We asked field researchers at each site to list all the behaviours which they suspected were local traditions. With this information, we assembled a comprehensive list of 65 candidates for cultural behaviours.
K Then we distributed our list to team leaders at each site. They consulted with their colleagues and classified each behaviour regarding its occurrence or absence in the chimpanzee community. The major brackets contained customary behaviour (occurs in most or all of the able-bodied members of at least one age or sex class, such as all adult males), habitual (less common than customary but occurs repeatedly in several individuals), present (observed at the site but not habitual), absent (never seen), and unknown.
You should spend about 20 minutes on Questions 28-40 , which are based on Reading Passage 3 below.
Many education researchers used to work on the assumption that children experience different phases of development, and that they cannot execute the most advanced level of cognitive operation until they have reached the most advanced forms of cognitive process. For example, one researcher Piaget had a well-known experiment in which he asked the children to compare the amount of liquid in containers with different shapes. Those containers had the same capacity, but even when the young children were demonstrated that the same amount of fluid could be poured between the containers, many of them still believed one was larger than the other. Piaget concluded that the children were incapable of performing the logical task in figuring out that the two containers were the same size even though they had different shapes, because their cognitive development had not reached the necessary phase. Critics on his work, such as Donaldson, have questioned this interpretation. They point out the possibility that the children were just unwilling to play the experimenter’s game, or that they did not quite understand the question asked by the experimenter. These criticisms surely do state the facts, but more importantly, it suggests that experiments are social situations where interpersonal interactions take place. The implication here is that Piaget’s investigation and his attempts to replicate it are not solely about measuring the children’s capabilities of logical thinking, but also the degree to which they could understand the directions for them, their willingness to comply with these requirements, how well the experimenters did in communicating the requirements and in motivating those children, etc.
The same kinds of criticisms have been targeted to psychological and educational tests. For instance, Mehan argues that the subjects might interpret the test questions in a way different from that meant by the experimenter. In a language development test, researchers show children a picture of a medieval fortress, complete with moat, drawbridge, parapets and three initial consonants in it: D, C, and G. The children are required to circle the correct initial consonant for ‘castle’. The answer is C, but many kids choose D. When asked what the name of the building was, the children responded ‘ Disneyland ’. They adopted the reasoning line expected by the experimenter but got to the wrong substantive answer. The score sheet with the wrong answers does not include in it a child’s lack of reasoning capacity; it only records that the children gave a different answer rather than the one the tester expected.
Here we are constantly getting questions about how valid the measures are where the findings of the quantitative research are usually based. Some scholars such as Donaldson consider these as technical issues, which can be resolved through more rigorous experimentation . In contrast, others like Mehan reckon that the problems are not merely with particular experiments or tests, but they might legitimately jeopardise the validity of all researches of this type.
Meanwhile, there are also questions regarding the assumption in the logic of quantitative educational research that causes can be identified through physical and/or statistical manipulation of the variables. Critics argue that this does not take into consideration the nature of human social life by assuming it to be made up of static, mechanical causal relationships, while in reality, it includes complicated procedures of interpretation and negotiation, which do not come with determinate results. From this perspective, it is not clear that we can understand the pattern and mechanism behind people’s behaviours simply in terms of the casual relationships, which are the focuses of quantitative research. It is implied that social life is much more contextually variable and complex.
Such criticisms of quantitative educational research have also inspired more and more educational researchers to adopt qualitative methodologies during the last three or four decades. These researchers have steered away from measuring and manipulating variables experimentally or statistically. There are many forms of qualitative research, which is loosely illustrated by terms like ‘ethnography’, ‘case study’, ‘participant observation’, ‘life history’, ‘unstructured interviewing’, ‘discourse analysis’ and so on. Generally speaking, though, it has characteristics as follows:
Qualitative researches have an intensive focus on exploring the nature of certain phenomena in the field of education, instead of setting out to test hypotheses about them. It also inclines to deal with ‘unstructured data’, which refers to the kind of data that have not been coded during the collection process regarding a closed set of analytical categories. As a result, when engaging in observation, qualitative researchers use audio or video devices to record what happens or write in detail open-ended field-notes, instead of coding behaviour concerning a pre-determined set of categories , which is what quantitative researchers typically would do when conducting ‘systematic observation’. Similarly, in an interview, interviewers will ask open-ended questions instead of ones that require specific predefined answers of the kind typical, like in a postal questionnaire. Actually, qualitative interviews are often designed to resemble casual conversations.
The primary forms of data analysis include verbal description and explanations and involve explicit interpretations of both the meanings and functions of human behaviours. At most, quantification and statistical analysis only play a subordinate role. The sociology of education and evaluation studies were the two areas of educational research where-criticism of quantitative research and the development of qualitative methodologies initially emerged in the most intense way. A series of studies conducted by Lacey, Hargreaves and Lambert in a boys’ grammar school , a boys’ secondary modem school, and a girls’ grammar school in Britain in the 1960s marked the beginning of the trend towards qualitative research in the sociology of education. Researchers employed an ethnographic or participant observation approach, although they did also collect some quantitative data, for instance on friendship patterns among the students. These researchers observed lessons, interviewed both the teachers and the students, and made the most of school records. They studied the schools for a considerable amount of time and spent plenty of months gathering data and tracking changes over all these years.
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by Erato (Cyprus)
Hi! I've noticed that when I answer the questions for each exercise in a Reading passage, the specific part in the passage that supports the answer is not used twice. What I mean is that if I find the answer for question no.1 in the first two lines of the first paragraph, those two lines will not be used again for the support of another question. Is this a valid conclusion? Is it correct? Thank you.
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It's difficult to know whether that occurs throughout all readings as obviously most people won't have checked that and we don't have access to all the official reading texts. It's quite likely that is correct because obviously each question needs to be about something different. The reading is testing your comprehension of the text (whether you understand it) so they'd probably want to avoid testing you twice on the same bit of text. I don't think though that when you are locating answers in the IELTS reading test you could automatically assume it will never be the case that perhaps an answer might be found in the same place. |
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This IELTS reading passage delves into the complexities of scientific research, challenging the traditional perception of the scientific method as a purely inductive process. The author introduces the concept of hypothetico-deductive reasoning, emphasizing the role of hypotheses in driving scientific inquiry. The passage explores the misconceptions surrounding unbiased observation and the importance of imagination and guesswork in the research process.
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‘Hypotheses,’ said Medawar in 1964, ‘are imaginative and inspirational in character’; they are ‘adventures of the mind’. He was arguing in favour of the position taken by Karl Popper in The Logic of Scientific Discovery (1972, 3rd edition) that the nature of scientific method is hypothetico-deductive and not, as is generally believed, inductive.
It is essential that you, as an intending researcher, understand the difference between these two interpretations of the research process so that you do not become discouraged or begin to suffer from a feeling of ‘cheating’ or not going about it the right way.
The myth of scientific method is that it is inductive: that the formulation of scientific theory starts with the basic, raw evidence of the senses – simple, unbiased, unprejudiced observation. Out of these sensory data – commonly referred to as ‘facts’ — generalisations will form. The myth is that from a disorderly array of factual information an orderly, relevant theory will somehow emerge. However, the starting point of induction is an impossible one.
There is no such thing as an unbiased observation. Every act of observation we make is a function of what we have seen or otherwise experienced in the past. All scientific work of an experimental or exploratory nature starts with some expectation about the outcome. This expectation is a hypothesis. Hypotheses provide the initiative and incentive for the inquiry and influence the method. It is in the light of an expectation that some observations are held to be relevant and some irrelevant, that one methodology is chosen and others discarded, that some experiments are conducted and others are not. Where is, your naive, pure and objective researcher now?
Hypotheses arise by guesswork, or by inspiration, but having been formulated they can and must be tested rigorously, using the appropriate methodology. If the predictions you make as a result of deducing certain consequences from your hypothesis are not shown to be correct then you discard or modify your hypothesis. If the predictions turn out to be correct then your hypothesis has been supported and may be retained until such time as some further test shows it not to be correct. Once you have arrived at your hypothesis, which is a product of your imagination, you then proceed to a strictly logical and rigorous process, based upon deductive argument — hence the term ‘hypothetico-deductive’.
So don’t worry if you have some idea of what your results will tell you before you even begin to collect data; there are no scientists in existence who really wait until they have all the evidence in front of them before they try to work out what it might possibly mean. The closest we ever get to this situation is when something happens by accident; but even then the researcher has to formulate a hypothesis to be tested before being sure that, for example, a mould might prove to be a successful antidote to bacterial infection. ieltsxpress
The myth of scientific method is not only that it is inductive (which we have seen is incorrect) but also that the hypothetico-deductive method proceeds in a step-by-step, inevitable fashion. The hypothetico-deductive method describes the logical approach to much research work, but it does not describe the psychological behaviour that brings it about. This is much more holistic — involving guesses, reworkings, corrections, blind alleys and above all inspiration, in the deductive as well as the hypothetic component -than is immediately apparent from reading the final thesis or published papers. These have been, quite properly, organised into a more serial, logical order so that the worth of the output may be evaluated independently of the behavioural processes by which it was obtained. It is the difference, for example between the academic papers with which Crick and Watson demonstrated the structure of the DNA molecule and the fascinating book The Double Helix in which Watson (1968) described how they did it. From this point of view, ‘scientific method’ may more usefully be thought of as a way of writing up research rather than as a way of carrying it out.
Questions 1-5 Reading Passage has seven paragraphs A-G. Choose the most suitable headings for paragraphs C-G from the list of headings below. Write the appropriate numbers i-x in boxes 1-5 on your answer sheet.
List of Headings
i. The Crick and Watson approach to research ii Antidotes to bacterial infection iii The testing of hypotheses iv Explaining the inductive method v Anticipating results before data is collected vi How research is done and how it is reported vii The role of hypotheses in scientific research viii Deducing the consequences of hypotheses ix Karl Popper’s claim that the scientific method is hypothetico-deductive x The unbiased researcher
Example Answer
Paragraph A ix
1. Paragraph C 2. Paragraph D 3. Paragraph E 4. Paragraph F 5. Paragraph G
Questions 6-7
In which TWO paragraphs in Reading Passage does the writer give advice directly to the reader?
Write the TWO appropriate letters (A—G) in boxes 6-7 on your answer sheet.
Q6. ______ Q7. ______
Questions 8-11 Do the following statements reflect the opinions of the writer in Reading Passage?
In boxes 8-11 on your answer sheet write
YES if the statement reflects the opinion of the writer NO if the statement contradicts the opinion of the writer NOT GIVEN if it is impossible to say what the writer thinks about this
8. Popper says that the scientific method is hypothetico-deductive. 9. If a prediction based on a hypothesis is fulfilled, then the hypothesis is confirmed as true. 10. Many people carry out research in a mistaken way. 11. The ‘scientific method’ is more a way of describing research than a way of doing it.
Questions 12 Choose the appropriate letter A-D and write it in box 12 on your answer sheet.
Which of the following statements best describes the writer’s main purpose in Reading Passage?
A. to advise Ph.D students not to cheat while carrying out research B. to encourage Ph.D students to work by guesswork and inspiration C. to explain to Ph.D students the logic which the scientific research paper follows D. to help Ph.D students by explaining different conceptions of the research process
1. iv 2. vii 3. iii 4. v 5. vi 6. B/F (in either order) 7. B/F (in either order) 8. YES 9. NO 10. NOT GIVEN 11. YES 12. D
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Study Abroad
Updated on Sep 02, 2024, 05:27
The passage discusses the history, development, and impact of aspirin. Initially derived from willow tree extracts, aspirin's significance as a pain reliever and its discovery in the late 19th century by Friedrich Bayer are highlighted. The passage also emphasises the need for public funding in clinical research to explore aspirin's potential further.
This passage is excellent for practising reading comprehension skills, such as identifying main ideas, summarising information, and understanding scientific explanations. It helps in developing the ability to recognise arguments, analyse evidence, and improve vocabulary related to health and science topics, which are essential for the IELTS Reading section .
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1. Keep Taking The Tablets Reading Passage
You should spend approximately 20 minutes answering Questions 1 - 14 based on the Reading Passage below. This approach can help manage time effectively during a reading comprehension activity or exam.
2. Keep Taking The Tablets Reading Answers & Questions
Discover exciting and informative IELTS reading answers about Is Keep Taking The Tablets Reading Answers & Questions
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Paragraph A:
Aspirin, which was first called "one of the most astonishing medical breakthroughs" by Diarmuid Jeffreys, "is incredibly versatile, curing some of the most dangerous human maladies, reducing headaches, and repairing limbs." It can ease your pain.
Paragraph B:
There is widespread agreement on its worth due to its long history of recognition. Willow tree extract was a common pain reliever in ancient Egypt. Centuries later, the Greek physician Hippocrates advocated willow bark as a treatment for labour pains and as an antipyretic. However, from the 17th century until the 19th century, salicylates, chemicals found in willow trees, were not the subject of much scientific research. There was a passion for discovering and synthesizing active chemicals. Aspirin, or acetylsalicylic acid, was first discovered and improved in the late 19th century by Friedrich Bayer, a German pharmaceutical business.
Paragraph C:
There were many reasons why the scientific community of the late nineteenth century was open to experimenting. First, they were eager to find answers to some of the biggest questions in their field. Today, even the most fundamental scientific endeavours, like sequencing the human genome, require a team of experts, a network of computers, and many millions of dollars whereas once a lone researcher with a few chemicals and a test tube can discover new knowledge.
Paragraph D:
However, a knowledge of science and academic inquiry alone is insufficient to account for social innovation. The 19th century saw an intensification of both scientific progress and the rise of industry. People back then had resources, energy, and the determination to follow through on their adventures. The discovery of aspirin was a long process with many small milestones leading up to the big announcement. The great scientific, medical, and economic breakthroughs of this century are responsible for all of this.
Paragraph E:
There is an astonishing correlation between enormous wealth and advances in the pharmaceutical industry. Huge sums of money were spent on advertising to ensure its continued viability as a popular pain reliever during its first 70 years of existence. In the 1970s, pharmaceutical companies devoted resources to promoting new pain relievers such as ibuprofen and acetaminophen. As these findings unfold, new information becomes available about aspirin's ability to reduce the risk of cardiovascular disease, stroke, and other problems. may have been lost forever.
Paragraph F:
Against this background, the relationship between huge amounts of money and drugs is puzzling. Continuous access to our products for innovation and scientific research is built on commercial success. In contrast, the commercial market can eliminate products as much as more desirable ones emerge. Aspirin is an example of a potential 'miracle drug' that has existed for over 70 years without any clear knowledge of its mechanism of action, yet is highly profitable. If ibuprofen and paracetamol were on the market ten years before him, aspirin might not exist today. The drug had been lying around for some time, so no one had looked into it.
Paragraph G:
The relatively recently discovered benefits of aspirin have been identified by public sector scientists, not by multinational pharmaceutical companies. That's why. The pharmaceutical industry, which "only invests in profitable research," has decided that aspirin is no longer profitable. With low production costs, low-profit margins, and no patent protection, anyone can make one. This could lead to a drop in sales of more expensive products and bankruptcy, so pharmaceutical companies have put a strong brake on promoting the drug.
Paragraph H:
So how can we get more drug companies interested in the medical use of aspirin? Jeffreys argues that more federal funding should be spent on clinical research. If I was in healthcare, I would make a different decision. That said, "This drug is really affordable. It could potentially be used in a variety of other situations." You'd have to spend a lot more money to find out.
Paragraph I:
In addition to describing the creation of the "wonder medication," Jeffries's book investigates the necessity of such study by analysing the nature of the innovation and the roles played by major corporations, public funding, and regulation.
Discover exciting and informative IELTS reading answers about Keep Taking The Tablets
1. Ancient Greeks and Egyptians had practical knowledge 2. Successful replication made Frederick Bayer & Co. possible. 3. Aspirin's success can be traced in part to the results of 4. Aspirin achieved market penetration as an analgesic 5. Aspirin availability may have been compromised if. 6. No one has studied how aspirin actually works.
Type of question: Matching
The given question type is a "matching" question. In this type of question, you are provided with a list of items or descriptions and a set of options. Your task is to match each item with the correct option.
How to best answer the question
Reference:
Paragraph B Willow tree extract was a common pain reliever in ancient Egypt. Centuries later, the Greek physician Hippocrates advocated willow bark as a treatment for labour pains and as an antipyretic.
Explanation: This line explains the practical knowledge of ancient Greeks and Egyptians in using willow tree extracts for medical purposes.
Reference: Paragraph B Aspirin, or acetylsalicylic acid, was first discovered and improved in the late 19th century by Friedrich Bayer, a German pharmaceutical business.
Explanation: This line shows that Friedrich Bayer & Co.'s work, focusing on the chemical found in willow trees, made the successful replication and commercialisation of aspirin possible.
Reference: Paragraph D The great scientific, medical, and economic breakthroughs of this century are responsible for all of this.
Explanation: This line indicates that the success of aspirin is partly due to the results of the industrial revolution and the associated breakthroughs.
Reference: Paragraph E Huge sums of money were spent on advertising to ensure its continued viability as a popular pain reliever during its first 70 years of existence.
Explanation: This line explains that aspirin achieved market penetration as an analgesic through extensive commercial advertising campaigns.
Reference: Paragraph F If ibuprofen and paracetamol were on the market ten years before him, aspirin might not exist today.
Explanation: This line suggests that the availability of aspirin may have been compromised if newer pain relievers like ibuprofen and paracetamol had been introduced earlier.
Reference: Paragraph F The drug had been lying around for some time, so no one had looked into it.
Explanation: This line indicates that no one studied how aspirin actually works, highlighting the role of commercial market priorities in the research focus.
Read more about Dictation Words for IELTS: Practice and Preparation !
7. Nineteenth-century scientists were able to make important discoveries through small-scale studies. 8. The industrial revolution of the 19th century changed where scientists look for answers. 9. The discovery and development of aspirin in the 19th century followed a set schedule. 10. New pain relievers surpassed aspirin in the 1970s. 11. The availability of pharmaceuticals may be affected, for better or worse, by the actions of commercial firms.
Question Type: Yes/No/Not Given
In this task, you are presented with a statement, and your task is to determine if it agrees with the information in the passage (Yes), contradicts the information in the passage (No), or if there is insufficient information in the passage to decide (not given).
How to best answer the question:
Reference: Paragraph C A lone researcher with a few chemicals and a test tube can discover new knowledge.
Explanation: This line supports the view that nineteenth-century scientists could make important discoveries through small-scale studies.
Reference: Not available. Explanation: The passage does not provide information about the industrial revolution changing where scientists look for answers.
Reference: Paragraph D The discovery of aspirin was a long process with many small milestones leading up to the big announcement.
Explanation: This line contradicts the statement by showing that the discovery and development of aspirin did not follow a set schedule but rather a series of small milestones.
Reference: Not available.
Explanation: The passage does not provide information about new pain relievers surpassing aspirin in the 1970s.
Reference: Paragraph F Continuous access to our products for innovation and scientific research is built on commercial success.
Explanation: This line supports the statement that the availability of pharmaceuticals may be affected by the actions of commercial firms.
Read more about A Guide on Most Common English Words Used in Daily Life !
Jeffreys argues that the reason why 12. ....... did not find out about new uses of aspirin is that aspirin is no longer a 13. ..... He, therefore, suggests that there should be 14. ............... support for further research into the possible applications of the drug.
Type of Question: Summary Completion
Summary completion questions provide a summary of part of the reading passage with several blanks. Your task is to fill in these blanks with appropriate words or phrases from the passage. The summary may cover a whole passage or a part of it, focusing on key points and main ideas.
How to best answer this question:
Reference: Paragraph G The relatively recently discovered benefits of aspirin have been identified by public sector scientists, not by multinational pharmaceutical companies.
Explanation: This line explains that major drug companies did not find out about new uses of aspirin because it was no longer profitable for them.
Reference: Paragraph G The pharmaceutical industry, which "only invests in profitable research," has decided that aspirin is no longer profitable.
Explanation: This line indicates that aspirin was no longer a profitable drug for the pharmaceutical industry.
Reference: Paragraph H Jeffreys argues that more federal funding should be spent on clinical research.
Explanation: This line suggests that there should be public sector support for further research into the possible applications of aspirin.
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Ans. The IELTS Reading section features various question types, including multiple-choice, true/false/not given, matching headings, summary completion, sentence completion, and short answer questions. These are designed to test a range of reading skills, such as understanding main ideas, detail, logical argument, and recognising writers' opinions, attitudes, and purposes.
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Ans. Yes, candidates are allowed to write on the question paper, which can help note key points or highlight important information. However, only answers written on the answer sheet will be marked, so it is essential to transfer answers accurately.
Quantitative Research in Education giải chi tiết, dịch hoàn thiện, giải thích rõ ràng
DỊCH VÀ GIẢI THÍCH ĐÁP ÁN ĐỀ THI IELTS READING:
Quantitative Research in Education
Many education researchers used to work on the assumption that children experience different phases of development, and that they cannot execute the most advanced level of cognitive operation until they have reached the most advanced forms of cognitive process. For example, one researcher Piaget had a well-known experiment in which he asked the children to compare the amount of liquid in containers with different shapes. Those containers had the same capacity, but even when the young children were demonstrated that the same amount of fluid could be poured between the containers, many of them still believed one was larger than the other. Piaget concluded that the children were incapable of performing the logical task of figuring out that the two containers were the same size even though they had different shapes, because their cognitive development had not reached the necessary phase. Critics on his work, such as Donaldson, have questioned this interpretation. They point out the possibility that the children were just unwilling to play the experimenter’s game, or that they did not quite understand the question asked by the experimenter. These criticisms surely do state the facts, but more importantly, it suggests that experiments are social situations where interpersonal interactions take place. The implication here is that Piaget’s investigation and his attempts to replicate it are not solely about measuring the children’s capabilities of logical thinking, but also the degree to which they could understand the directions for them, their willingness to comply with these requirements, how well the experimenters did in communicating the requirements and in motivating those children, etc. ĐOẠN 1
Nhiều nhà nghiên cứu giáo dục từng giả định rằng trẻ em trải qua các giai đoạn phát triển khác nhau và chúng không thể thực hiện hoạt động nhận thức ở cấp độ cao nhất cho đến khi đạt đến những hình thức nhận thức tiên tiến nhất. Ví dụ, một nhà nghiên cứu Piaget đã thực hiện một thí nghiệm nổi tiếng, trong đó ông yêu cầu bọn trẻ so sánh lượng chất lỏng trong các bình chứa có hình dạng khác nhau. Những thùng chứa đó có dung tích như nhau, nhưng ngay cả khi trẻ nhỏ được chứng minh rằng có thể đổ cùng một lượng chất lỏng vào giữa các thùng chứa, nhiều em vẫn tin rằng cái này lớn hơn cái kia. Piaget kết luận rằng bọn trẻ không có khả năng thực hiện nhiệm vụ logic trong việc tìm ra hai thùng chứa có cùng kích thước mặc dù chúng có hình dạng khác nhau, bởi vì sự phát triển nhận thức của chúng chưa đạt đến giai đoạn cần thiết. Các nhà phê bình về tác phẩm của ông, chẳng hạn như Donaldson, đã đặt câu hỏi về cách giải thích này. Họ chỉ ra khả năng là bọn trẻ không muốn chơi trò chơi của người thí nghiệm hoặc chúng không hiểu rõ câu hỏi mà người thí nghiệm đưa ra. Những lời chỉ trích này chắc chắn đã nêu lên sự thật, nhưng quan trọng hơn, nó gợi ý rằng các thí nghiệm là những tình huống xã hội diễn ra sự tương tác giữa các cá nhân. Hàm ý ở đây là cuộc điều tra của Piaget và những nỗ lực của ông để nhân rộng nó không chỉ nhằm đo lường khả năng tư duy logic của trẻ mà còn là mức độ chúng có thể hiểu được những hướng dẫn dành cho mình, mức độ sẵn sàng tuân thủ những yêu cầu này của chúng, mức độ thực hiện tốt như thế nào. những người thực nghiệm đã làm trong việc truyền đạt các yêu cầu và động viên những đứa trẻ đó, v.v.
The same kinds of criticisms have been targeted to psychological and educational tests. For instance, Mehan argues that the subjects might interpret the test questions in a way different from that meant by the experimenter. In a language development test, researchers show children a picture of a medieval fortress, complete with moat, drawbridge, parapets and three initial consonants in it: D, C, and G. The children are required to circle the correct initial consonant for ‘castle’. The answer is C, but many kids choose D. When asked what the name of the building was, the children responded ‘Disneyland’. They adopted the reasoning line expected by the experimenter but got to the wrong substantive answer. The score sheet with the wrong answers does not include a child’s lack of reasoning capacity; it only records that the children gave a different answer rather than the one the tester expected. ĐOẠN 2
Những lời chỉ trích tương tự đã được nhắm vào các bài kiểm tra tâm lý và giáo dục. Ví dụ, Mehan lập luận rằng các đối tượng có thể diễn giải các câu hỏi kiểm tra theo cách khác với cách mà người thử nghiệm nghĩ. Trong một bài kiểm tra về khả năng phát triển ngôn ngữ, các nhà nghiên cứu cho trẻ xem bức tranh về một pháo đài thời Trung cổ, hoàn chỉnh với hào nước, cầu kéo, lan can và ba phụ âm đầu trong đó: D, C và G. Trẻ được yêu cầu khoanh tròn phụ âm đầu chính xác của 'lâu đài' '. Câu trả lời là C, nhưng nhiều em chọn D. Khi được hỏi tên của tòa nhà là gì, các em trả lời “Disneyland”. Họ đã áp dụng cách lập luận mà người thí nghiệm mong đợi nhưng lại đưa ra câu trả lời sai về nội dung. Bảng điểm có câu trả lời sai không bao hàm việc trẻ thiếu năng lực suy luận; nó chỉ ghi lại rằng bọn trẻ đã đưa ra một câu trả lời khác với câu trả lời mà người kiểm tra mong đợi.
Here we are constantly getting questions about how valid the measures are where the findings of the quantitative research are usually based. Some scholars such as Donaldson consider these as technical issues, which can be resolved through more rigorous experimentation. In contrast, others like Mehan reckon that the problems are not merely with particular experiments or tests, but they might legitimately jeopardise the validity of all researches of this type. ĐOẠN 3
Ở đây, chúng tôi liên tục nhận được câu hỏi về mức độ hiệu lực của các biện pháp mà các phát hiện của nghiên cứu định lượng thường dựa trên. Một số học giả như Donaldson coi đây là những vấn đề kỹ thuật có thể được giải quyết thông qua những thử nghiệm chặt chẽ hơn. Ngược lại, những người khác như Mehan cho rằng các vấn đề không chỉ nằm ở những thí nghiệm hoặc thử nghiệm cụ thể, mà chúng có thể gây nguy hiểm một cách hợp pháp cho tính hợp lệ của tất cả các nghiên cứu thuộc loại này.
Meanwhile, there are also questions regarding the assumption in the logic of quantitative educational research that causes can be identified through physical and/or statistical manipulation of the variables. Critics argue that this does not take into consideration the nature of human social life by assuming it to be made up of static, mechanical causal relationships, while in reality, it includes complicated procedures of interpretation and negotiation, which do not come with determinate results. From this perspective, it is not clear that we can understand the pattern and mechanism behind people’s behaviours simply in terms of the casual relationships, which are the focuses of quantitative research. It is implied that social life is much more contextually variable and complex. ĐOẠN 4
Trong khi đó, cũng có những câu hỏi liên quan đến giả định trong logic của nghiên cứu giáo dục định lượng rằng nguyên nhân có thể được xác định thông qua thao tác vật lý và/hoặc thống kê của các biến số. Các nhà phê bình cho rằng điều này không tính đến bản chất của đời sống xã hội con người bằng cách cho rằng nó được tạo thành từ các mối quan hệ nhân quả tĩnh, máy móc, trong khi trên thực tế, nó bao gồm các thủ tục giải thích và đàm phán phức tạp, không mang lại kết quả xác định. Từ góc độ này, không rõ liệu chúng ta có thể hiểu mô hình và cơ chế đằng sau hành vi của con người một cách đơn giản dưới dạng các mối quan hệ thông thường, vốn là trọng tâm của nghiên cứu định lượng. Điều này ngụ ý rằng đời sống xã hội có nhiều biến đổi và phức tạp theo ngữ cảnh hơn.
Such criticisms of quantitative educational research have also inspired more and more educational researchers to adopt qualitative methodologies during the last three or four decades. These researchers have steered away from measuring and manipulating variables experimentally or statistically. There are many forms of qualitative research, which are loosely illustrated by terms like ‘ethnography’, ‘case study’, ‘participant observation’, ‘life history’, ‘unstructured interviewing’, ‘discourse analysis’ and so on. Generally speaking, though, it has characteristics as follows: ĐOẠN 5
Những lời chỉ trích như vậy đối với nghiên cứu giáo dục định lượng cũng đã truyền cảm hứng cho ngày càng nhiều nhà nghiên cứu giáo dục áp dụng các phương pháp định tính trong suốt ba hoặc bốn thập kỷ qua. Những nhà nghiên cứu này đã tránh xa việc đo lường và thao tác các biến số bằng thực nghiệm hoặc thống kê. Có nhiều hình thức nghiên cứu định tính, được minh họa một cách lỏng lẻo bằng các thuật ngữ như 'dân tộc học', 'nghiên cứu trường hợp', 'quan sát người tham gia', 'lịch sử cuộc đời', 'phỏng vấn phi cấu trúc', 'phân tích diễn ngôn', v.v. Tuy nhiên, nhìn chung nó có những đặc điểm sau:
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Qualitative researches have an intensive focus on exploring the nature of certain phenomena in the field of education, instead of setting out to test hypotheses about them. It also inclines to deal with ‘unstructured data’, which refers to the kind of data that have not been coded during the collection process regarding a closed set of analytical categories. As a result, when engaging in observation, qualitative researchers use audio or video devices to record what happens or write in detail open-ended field-notes, instead of coding behaviour concerning a pre-determined set of categories, which is what quantitative researchers typically would do when conducting ‘systematic observation’. Similarly, in an interview, interviewers will ask open-ended questions instead of ones that require specific predefined answers of the kind typical, like in a postal questionnaire. Actually, qualitative interviews are often designed to resemble casual conversations. ĐOẠN 6
Các nghiên cứu định tính tập trung chuyên sâu vào việc khám phá bản chất của một số hiện tượng nhất định trong lĩnh vực giáo dục, thay vì đặt ra mục tiêu kiểm tra các giả thuyết về chúng. Nó cũng thiên về xử lý 'dữ liệu phi cấu trúc', đề cập đến loại dữ liệu chưa được mã hóa trong quá trình thu thập liên quan đến một tập hợp các danh mục phân tích khép kín. Kết quả là, khi tham gia quan sát, các nhà nghiên cứu định tính sử dụng thiết bị âm thanh hoặc video để ghi lại những gì xảy ra hoặc viết chi tiết các ghi chú thực địa mở, thay vì mã hóa hành vi liên quan đến một tập hợp các danh mục được xác định trước, đó là điều mà các nhà nghiên cứu định lượng thường làm. sẽ làm gì khi tiến hành 'quan sát có hệ thống'. Tương tự, trong một cuộc phỏng vấn, người phỏng vấn sẽ hỏi những câu hỏi mở thay vì những câu hỏi yêu cầu những câu trả lời cụ thể được xác định trước theo kiểu thông thường, như trong bảng câu hỏi qua đường bưu điện. Trên thực tế, các cuộc phỏng vấn định tính thường được thiết kế giống với những cuộc trò chuyện thông thường.
The primary forms of data analysis include verbal description and explanations and involve explicit interpretations of both the meanings and functions of human behaviours. At most, quantification and statistical analysis only play a subordinate role. The sociology of education and evaluation studies were the two areas of educational research where criticism of quantitative research and the development of qualitative methodologies initially emerged in the most intense way. A series of studies conducted by Lacey, Hargreaves and Lambert in a boys’ grammar school, a boys’ secondary modem school, and a girls’ grammar school in Britain in the 1960s marked the beginning of the trend towards qualitative research in the sociology of education. Researchers employed an ethnographic or participant observation approach, although they did also collect some quantitative data, for instance on friendship patterns among the students. These researchers observed lessons, interviewed both the teachers and the students, and made the most of school records. They studied the schools for a considerable amount of time and spent plenty of months gathering data and tracking changes over all these years. ĐOẠN 7
Các hình thức phân tích dữ liệu chính bao gồm mô tả và giải thích bằng lời nói, đồng thời liên quan đến việc diễn giải rõ ràng cả ý nghĩa và chức năng của hành vi con người. Cùng lắm, việc định lượng và phân tích thống kê chỉ đóng vai trò thứ yếu. Xã hội học về giáo dục và nghiên cứu đánh giá là hai lĩnh vực nghiên cứu giáo dục trong đó sự phê phán nghiên cứu định lượng và phát triển các phương pháp định tính ban đầu xuất hiện một cách gay gắt nhất. Một loạt nghiên cứu được thực hiện bởi Lacey, Hargreaves và Lambert tại một trường ngữ pháp dành cho nam sinh, một trường trung học hiện đại dành cho nam sinh và một trường ngữ pháp dành cho nữ sinh ở Anh vào những năm 1960 đã đánh dấu sự khởi đầu của xu hướng nghiên cứu định tính trong xã hội học giáo dục. . Các nhà nghiên cứu đã sử dụng phương pháp quan sát dân tộc học hoặc quan sát người tham gia, mặc dù họ cũng thu thập một số dữ liệu định lượng, chẳng hạn như về mô hình tình bạn giữa các sinh viên. Những nhà nghiên cứu này đã quan sát các bài học, phỏng vấn cả giáo viên và học sinh, đồng thời tận dụng tối đa hồ sơ của trường. Họ đã nghiên cứu các trường học trong một khoảng thời gian đáng kể và dành nhiều tháng để thu thập dữ liệu và theo dõi những thay đổi trong suốt những năm qua.
>>>> Xem thêm:
♦ Tổng hợp câu trả lời, câu hỏi, từ vựng của hơn 70 chủ đề Ielts Speaking part 1
♦ Tổng hợp gần 400 đề thi Ielts reading ( bao gồm dịch, giải chi tiết, từ vựng)
Questions 28-32
Look at the following statements or descriptions (Questions 28-32 ) and the list of people below. Match each statement or description with the correct person or people, A, B , C or D Write the correct letter, A , B , C or D , in boxes 28-32 on your answer sheet.
NB You may use any letter more than once.
Lists of People
A Piaget B Mehan C Donaldson D Lacey, Hargreaves and Lambert
28 A wrong answer indicates more of a child’s different perspective than incompetence in reasoning.
29 Logical reasoning involving in the experiment is beyond children’s cognitive development.
30 Children’s reluctance to comply with the game rules or miscommunication may be another explanation.
31 There is an indication of a scientific observation approach in research.
32 There is a detail of flaw in experiments on children’s language development.
Questions 33-36
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 33-36 on your answer sheet.
33 In Piaget’s experiment, he asked the children to distinguish the amount of ……………………… in different containers.
34 Subjects with the wrong answer more inclined to answer ‘………………………….’ instead of their wrong answer D in Mehan’s question.
35 Some people criticised the result of Piaget experiment, but Donaldson thought the flaw could be rectified by ……………………….
36 Most qualitative researches conducted by Lacey, Hargreaves and Lambert were done in a …………………………
Questions 37-39
Choose THREE letters, A-F . Write the correct letters in boxes 37-39 on your answer sheet. The list below includes characteristics of the ‘qualitative research’.
Which THREE are mentioned by the writer of the passage?
A Coding behavior in terms of predefined set of categories
B Designing an interview as an easy conversation
C Working with well-organised data in a closed set of analytical categories
D Full of details instead of loads of data in questionnaires
E Asking to give open-ended answers in questionnaires
F Recording the researching situation and applying note-taking
Question 40
Choose the correct letter, A , B , C or D . Write the correct letter in box 40 on your answer sheet.
What is the main idea of the passage?
A to prove that quantitative research is most applicable to children’s education
B to illustrate the society lacks of deep comprehension of educational approach
C to explain the ideas of quantitative research and the characteristics of the related criticisms
D to imply qualitative research is a flawless method compared with quantitative one
ĐÁP ÁN
34. Disneyland
35. rigorous experimentation
36. grammar school
Dịch và giải thích đáp án đề thi ielts reading: how deserts are formed.
Chưa có sản phẩm trong giỏ hàng.
Quantitative Research in Education
99,000 ₫
Many education researchers used to work on the assumption that children experience different phases of development, and that they cannot execute the most advanced level of cognitive operation until they have reached the most advanced forms of cognitive process. For example, one researcher Piaget had a well-known experiment in which he asked the children to compare the amount of liquid in containers with different shapes. Those containers had the same capacity, but even when the young children were demonstrated that the same amount of fluid could be poured between the containers, many of them still believed one was larger than the other. Piaget concluded that the children were incapable of performing the logical task in figuring out that the two containers were the same size even though they had different shapes, because their cognitive development had not reached the necessary phase. Critics on his work, such as Donaldson, have questioned this interpretation. They point out the possibility that the children were just unwilling to play the experimenter’s game, or that they did not quite understand the question asked by the experimenter. These criticisms surely do state the facts, but more importantly, it suggests that experiments are social situations where interpersonal interactions take place. The implication here is that Piaget’s investigation and his attempts to replicate it are not solely about measuring the children’s capabilities of logical thinking, but also the degree to which they could understand the directions for them, their willingness to comply with these requirements, how well the experimenters did in communicating the requirements and in motivating those children, etc.
The same kinds of criticisms have been targeted to psychological and educational tests. For instance, Mehan argues that the subjects might interpret the test questions in a way different from that meant by the experimenter. In a language development test, researchers show children a picture of a medieval fortress, complete with moat, drawbridge, parapets and three initial consonants in it: D, C, and G. The children are required to circle the correct initial consonant for ‘castle’. The answer is C, but many kids choose D. When asked what the name of the building was, the children responded ‘Disneyland’. They adopted the reasoning line expected by the experimenter but got to the wrong substantive answer. The score sheet with the wrong answers does not include in it a child’s lack of reasoning capacity; it only records that the children gave a different answer rather than the one the tester expected.
Here we are constantly getting questions about how valid the measures are where the findings of the quantitative research are usually based. Some scholars such as Donaldson consider these as technical issues, which can be resolved through more rigorous experimentation. In contrast, others like Mehan reckon that the problems are not merely with particular experiments or tests, but they might legitimately jeopardise the validity of all researches of this type.
Meanwhile, there are also questions regarding the assumption in the logic of quantitative educational research that causes can be identified through physical and/or statistical manipulation of the variables. Critics argue that this does not take into consideration the nature of human social life by assuming it to be made up of static, mechanical causal relationships, while in reality, it includes complicated procedures of interpretation and negotiation, which do not come with determinate results. From this perspective, it is not clear that we can understand the pattern and mechanism behind people’s behaviours simply in terms of the casual relationships, which are the focuses of quantitative research. It is implied that social life is much more contextually variable and complex.
Such criticisms of quantitative educational research have also inspired more and more educational researchers to adopt qualitative methodologies during the last three or four decades. These researchers have steered away from measuring and manipulating variables experimentally or statistically. There are many forms of qualitative research, which is loosely illustrated by terms like ‘ethnography’, ‘case study’, ‘participant observation’, ‘life history’, ‘unstructured interviewing’, ‘discourse analysis’ and so on. Generally speaking, though, it has characteristics as follows:
Qualitative researches have an intensive focus on exploring the nature of certain phenomena in the field of education, instead of setting out to test hypotheses about them. It also inclines to deal with ‘unstructured data’, which refers to the kind of data that have not been coded during the collection process regarding a closed set of analytical categories. As a result, when engaging in observation, qualitative researchers use audio or video devices to record what happens or write in detail open-ended field-notes, instead of coding behaviour concerning a pre-determined set of categories, which is what quantitative researchers typically would do when conducting ‘systematic observation’. Similarly, in an interview, interviewers will ask open-ended questions instead of ones that require specific predefined answers of the kind typical, like in a postal questionnaire. Actually, qualitative interviews are often designed to resemble casual conversations.
The primary forms of data analysis include verbal description and explanations and involve explicit interpretations of both the meanings and functions of human behaviours. At most, quantification and statistical analysis only play a subordinate role. The sociology of education and evaluation studies were the two areas of educational research where-criticism of quantitative research and the development of qualitative methodologies initially emerged in the most intense way. A series of studies conducted by Lacey, Hargreaves and Lambert in a boys’ grammar school, a boys’ secondary modem school, and a girls’ grammar school in Britain in the 1960s marked the beginning of the trend towards qualitative research in the sociology of education. Researchers employed an ethnographic or participant observation approach, although they did also collect some quantitative data, for instance on friendship patterns among the students. These researchers observed lessons, interviewed both the teachers and the students, and made the most of school records. They studied the schools for a considerable amount of time and spent plenty of months gathering data and tracking changes over all these years.
Questions 28-32: Match each statement or description with the correct person or people, A, B, C or D . NB You may use any letter more than once.
28. A wrong answer indicates more of a child’s different perspective than incompetence in reasoning. 29. Logical reasoning involving in the experiment is beyond children’s cognitive development. 30. Children’s reluctance to comply with the game rules or miscommunication may be another explanation. 31. There is evidence of a scientific observation approach to research. 32. There is a flawed detail in experiments on children’s language development. |
Questions 33-36: Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
In Piaget’s experiment, he asked the children to distinguish the amount of 33……….. in different containers. In response to Mehan’s question, subjects are more inclined to answer with the wrong answer ‘’34…..’’ instead of the correct answer C. | Some people criticised the result of Piaget experiment, but Donaldson thought the flaw could be rectified by 35…….. Most qualitative research conducted by Lacey, Hargreaves and Lambert was done in a 36………….. |
Questions 37-39: Choose THREE letters, A-F. The list below includes characteristics of the ‘qualitative research’. Which THREE are mentioned by the writer of the passage?
Coding behaviour in terms of a predefined set of categories Designing an interview as an easy conversation Working with well-organised data in a closed set of analytical categories | Full of details instead of loads of data in questionnaires Asking to give open-ended answers in questionnaires Recording the researching situation and applying note-taking |
Question 40: What is the main idea of the passage?
to prove that quantitative research is most applicable to children’s education to illustrate the society lacks of deep comprehension of educational approach | to explain the ideas of quantitative research and the characteristics of the related criticisms to imply qualitative research is a flawless method compared with quantitative one |
Nghiên cứu định lượng trong giáo dục
Nhiều nhà nghiên cứu giáo dục đã từng làm việc trên giả định rằng trẻ em trải qua các giai đoạn phát triển khác nhau và chúng không thể thực hiện mức hoạt động nhận thức cao cấp nhất cho đến khi chúng đạt đến dạng thức phát triển nhất của quá trình nhận thức. Ví dụ, nhà nghiên cứu Piaget đã có một thí nghiệm nổi tiếng, trong đó ông yêu cầu bọn trẻ so sánh lượng chất lỏng trong các bình chứa có các hình dạng khác nhau. Những bình chứa đó có cùng dung tích, nhưng ngay cả khi những đứa trẻ được chứng kiến rằng có thể đổ cùng một lượng chất lỏng qua lại giữa các bình, nhiều trẻ trong số đó vẫn tin rằng có bình này lớn hơn bình kia. Piaget kết luận rằng bọn trẻ không có khả năng hoàn thành nhiệm vụ mang tính logic trong việc tìm ra hai bình chứa có cùng kích cỡ cho dù chúng có hình dạng khác nhau, lý do vì sự phát triển nhận thức của chúng chưa đạt đến giai đoạn cần thiết. Những người phản biện đối với nghiên cứu của ông, chẳng hạn như Donaldson, đã đặt ra nghi vấn về cách giải thích này. Họ chỉ ra khả năng có thể là bọn trẻ không thích chơi trò chơi của người thí nghiệm, hoặc chúng không hoàn toàn hiểu rõ câu hỏi mà người làm thí nghiệm đặt ra. Những lời chỉ trích này chắc chắn đã nói lên khả năng thực tế, nhưng quan trọng hơn, nó cho thấy rằng các thí nghiệm là những tình huống xã hội nơi diễn ra những tương tác giữa các cá nhân với nhau. Hàm ý được nhắc đến ở đây là cuộc điều tra của Piaget và các nỗ lực lặp lại nó không chỉ nhằm đánh giá khả năng tư duy logic của trẻ em, mà còn là mức độ mà chúng có thể hiểu được những chỉ dẫn, mức độ sẵn sàng tuân thủ các yêu cầu này, mức độ thành công của những người tiến hành thử nghiệm trong việc truyền đạt các yêu cầu và thúc đẩy các em, v.v.
Những lời chỉ trích tương tự cũng được nhắm vào các bài kiểm tra về tâm lý và giáo dục. Ví dụ, Mehan lập luận rằng các đối tượng tham gia có thể diễn giải các câu hỏi thử nghiệm theo hướng khác với ý tưởng của người tiến hành thử nghiệm. Trong một bài kiểm tra phát triển ngôn ngữ, các nhà nghiên cứu cho trẻ em xem tranh về một pháo đài thời trung cổ, có đầy đủ hào bao quanh, cầu kéo, công sự và ba phụ âm đầu: D, C và G. Các em được yêu cầu khoanh tròn phụ âm đầu đúng của ‘lâu đài’. Câu trả lời là C, nhưng nhiều em chọn D. Khi được hỏi tên của tòa nhà là gì, các em trả lời là ‘Disneyland’. Chúng đã đi theo dòng suy luận mà người thử nghiệm dự đoán trước nhưng lại đưa ra câu trả lời sai cơ bản. Bảng điểm có những câu trả lời sai không có nghĩa là trẻ thiếu năng lực suy luận; nó chỉ thể hiện rằng những đứa trẻ đã đưa ra một câu trả lời khác chứ không phải là câu mà người làm thử nghiệm mong đợi.
Chúng tôi liên tục nhận được câu hỏi về mức độ tin cậy của các phép đánh giá mà các kết quả nghiên cứu định lượng thường lấy làm cơ sở. Một số học giả như Donaldson coi đó là những vấn đề kỹ thuật, có thể được giải quyết thông qua thử nghiệm chặt chẽ hơn. Ngược lại, những người khác như Mehan cho rằng các vấn đề không chỉ xảy ra với các thí nghiệm hoặc bài kiểm tra cụ thể, mà chúng có thể gây nguy hại một cách hợp pháp đến giá trị của tất cả các nghiên cứu thuộc loại này.
Trong khi đó, cũng có những câu hỏi liên quan đến sự giả định trong logic của nghiên cứu giáo dục định lượng rằng nguyên nhân có thể được xác định thông qua tác động vật lý và/hoặc thống kê của các biến số. Các nhà phê bình cho rằng điều này không xem xét đến bản chất của đời sống xã hội con người khi cho rằng nó được tạo thành từ các mối quan hệ nhân quả một cách máy móc, cố định, trong khi trên thực tế, nó bao gồm các quy trình diễn giải và điều đình phức tạp, không mang lại kết quả xác định. Từ góc độ này, không cho thấy là chúng ta có thể hiểu rõ mô hình và cơ chế đằng sau các hành vi của con người chỉ đơn giản là xét đến các mối quan hệ thông thường, vốn là trọng tâm của nghiên cứu định lượng. Nó ám chỉ rằng đời sống xã hội biến đổi theo ngữ cảnh và phức tạp hơn nhiều.
Những phản biện như vậy đối với nghiên cứu giáo dục định lượng cũng đã truyền cảm hứng cho ngày càng nhiều các nhà nghiên cứu giáo dục áp dụng theo các phương pháp luận định tính trong ba hoặc bốn thập kỷ vừa qua. Các nhà nghiên cứu này đã tránh việc đánh giá và tác động vào các biến số theo thực nghiệm hoặc thống kê. Có nhiều hình thức nghiên cứu định tính, được minh họa một cách sơ sài bằng các thuật ngữ như ‘dân tộc học’, ‘ví dụ thực tế’, ‘quan sát người tham gia’, ‘lịch sử cuộc đời’, ‘phỏng vấn phi cấu trúc’, ‘phân tích nghị luận’, v.v. Nói chung, nó có các đặc điểm như sau:
Các nghiên cứu định tính tập trung chuyên sâu vào việc khám phá bản chất của một số hiện tượng nhất định trong lĩnh vực giáo dục, thay vì đặt ra để kiểm chứng các giả thuyết về chúng. Nó cũng thiên về giải quyết ‘dữ liệu phi cấu trúc’, loại dữ liệu chưa được mã hóa trong quá trình thu thập đối với một tập hợp đóng các danh mục được phân tích. Kết quả là, khi tiến hành quan sát, các nhà nghiên cứu định tính sử dụng các thiết bị âm thanh hoặc video để ghi lại những gì xảy ra hoặc viết chi tiết nhật ký hiện trường mở, thay vì mã hóa hành vi liên quan đến một nhóm danh mục được xác định trước, đó là điều mà các nhà nghiên cứu định lượng thường sẽ làm khi tiến hành ‘quan sát có hệ thống’. Tương tự, trong một cuộc phỏng vấn, người phỏng vấn sẽ hỏi những câu hỏi mở thay vì những câu hỏi yêu cầu câu trả lời đã được định trước thuộc loại điển hình, như bảng câu hỏi qua đường bưu điện. Trên thực tế, các cuộc phỏng vấn định tính thường được thiết kế để giống như các cuộc nói chuyện thông thường.
Các hình thức phân tích dữ liệu chủ yếu bao gồm mô tả và giải thích bằng lời nói đồng thời bao hàm việc giải thích rõ ràng về cả ý nghĩa và chức năng của các hành vi của con người. Sự định lượng và phân tích thống kê nhiều nhất cũng chỉ đóng vai trò phụ. Xã hội học về giáo dục và nghiên cứu đánh giá là hai lĩnh vực nghiên cứu giáo dục, nơi mà ban đầu những chỉ trích đối với nghiên cứu định lượng và sự phát triển các phương pháp định tính nổi lên một cách mạnh mẽ nhất. Một loạt các nghiên cứu được thực hiện bởi Lacey, Hargreaves và Lambert tại một trường liên cấp dành cho nam sinh, một trường cấp hai dành cho nam sinh và trường liên cấp dành cho nữ sinh ở Anh vào những năm 1960 đã đánh dấu sự khởi đầu của xu hướng nghiên cứu định tính trong xã hội học giáo dục. . Các nhà nghiên cứu đã áp dụng phương pháp dân tộc học hoặc quan sát người tham gia, mặc dù họ cũng thu thập một số dữ liệu định lượng, ví dụ như về mô hình tình bạn giữa các học sinh. Các nhà nghiên cứu này đã quan sát các bài học, phỏng vấn cả giáo viên và học sinh, và tận dụng tối đa hồ sơ học tập. Họ đã nghiên cứu các trường học trong một khoảng thời gian đáng kể, dành nhiều tháng để thu thập dữ liệu và theo dõi những thay đổi trong suốt những năm qua.
Câu hỏi 28-32: Ghép từng câu hoặc mô tả với đúng người, A, B, C hoặc D. NB Bạn có thể sử dụng bất kỳ chữ cái nào nhiều hơn một lần.
28. Câu trả lời sai cho thấy một đứa trẻ có góc nhìn khác hơn là thiếu khả năng suy luận. 29. Suy luận logic liên quan đến thí nghiệm nằm ngoài sự phát triển nhận thức của trẻ. 30. Sự miễn cưỡng của trẻ em trong việc tuân thủ các quy tắc trò chơi hoặc việc truyền thông tin sai lệch có thể là một cách giải thích khác. 31. Có bằng chứng về phương pháp quan sát khoa học để nghiên cứu. 32. Có một chi tiết thiếu sót trong các thí nghiệm về sự phát triển ngôn ngữ của trẻ em. |
Câu hỏi 33-36: Hoàn thành các câu dưới đây. Chọn KHÔNG QUÁ HAI TỪ trong bài đọc cho mỗi câu trả lời.
Trong thí nghiệm của Piaget, ông yêu cầu bọn trẻ phân biệt số lượng trong các bình chứa khác nhau. Với câu hỏi của Mehan, các đối tượng thí nghiệm có xu hướng trả lời sai câu trả lời ” ” thay vì câu trả lời đúng C. | Một số người chỉ trích kết quả thí nghiệm của Piaget, nhưng Donaldson cho rằng thiếu sót này có thể được sửa chữa bằng cách Hầu hết các nghiên cứu định tính do Lacey, Hargreaves và Lambert tiến hành đều được thực hiện trong |
Câu hỏi 37-39: Chọn BA chữ cái, A-F . Danh sách dưới đây bao gồm các đặc điểm của ‘nghiên cứu định tính’. BA đặc điểm nào được đề cập bởi tác giả bài đọc?
Hành vi mã hóa theo nhóm danh mục được xác định trước Thiết kế cuộc phỏng vấn như một cuộc trò chuyện thông thường Làm việc với dữ liệu có tổ chức trong một tập hợp đóng các danh mục phân tích | Đầy đủ chi tiết thay vì hàng loạt dữ liệu trong bảng câu hỏi Yêu cầu đưa ra câu trả lời mở trong bảng câu hỏi Ghi lại tình huống nghiên cứu và áp dụng việc ghi chép |
Câu 40: Ý tưởng chính của bài đọc là gì?
chứng minh rằng nghiên cứu định lượng có thể áp dụng tốt nhất cho giáo dục trẻ em minh họa sự thiếu hiểu biết sâu sắc về phương pháp giáo dục trong xã hội | giải thích các ý tưởng của nghiên cứu định lượng và đặc điểm của các chỉ trích liên quan ngụ ý rằng nghiên cứu định tính là một phương pháp không có điểm yếu so với phương pháp định lượng |
28. B | 29. A | 30. C | 31. D | 32. B |
33. liquid | 34. Disneyland | 35. rigorous experimentation | 36. grammar school | 37. B,E,F |
38. B,E,F | 39. B,E,F | 40. C |
Many education researchers used to work on the assumption that children experience different phases of development, and
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Many students face this problem that they can find the location but not the exact answer. In order to overcome this problem you need two things while attempting reading first is Vocabulary which obviously everybody knows but the second thing which many students do not know or ignore is common sense. I have always maintained that even if your English is not that good but you keep your mind open while reading you can easily score 6–6.5 bands in reading.
Now what do I mean by common sense. While attempting any question you need to understand the underlying idea of the question that is while it is asking about noun for example some person or place, or verb like some kind of activities. These small small things make it very easy to attempt reading. This method is particularly effective for blanks and diagrams.
For MCQs which students find incredibly difficult, the easier method is not to look for the answer but to look for the options which are not there. Since you can find the location of the question. The next step should be at out of four options A, B, C and D find out which ones are not mentioned at the location. Then after elimination you are generally left with two likely answers. To find the exact answer find the synonyms for both the options and which every has more synonyms in the passage is the answer.
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This passage explains the criticisms and limitations of quantitative research methods in education, and the emergence of qualitative research approaches. It also provides some examples of quantitative and qualitative studies, and some questions to test your understanding of the text.
Learn how to answer IELTS Reading questions on quantitative research in education with this blog post. It provides the passage, questions, and answers for a practice test on road noise reduction.
Bài viết này cung cấp đáp án và giải thích chi tiết cho cuốn IELTS Reading Recent Actual Tests Vol 6, Test 2, Reading Passage 3: Quantitive Research in Education. Bài đọc nói về các khác nhau nghiên cứu về phát triển ngôn ngữ của trẻ trong các thí nghiệm khác nhau.
This web page provides a mock test for IELTS reading with two passages on different topics: the invention of marine chronometer and ancient people in Sahara. The test includes multiple-choice, true/false and gap-fill questions.
A web page that provides the answers and explanations for a reading passage about the debate between theory and practice in business schools. The passage discusses the challenges and criticisms of academic research and its impact on students' careers and society.
Dịch & giải IELTS Reading Actual Test Vol 6 Test 2
This web page provides a mock test for IELTS reading with a passage about choice theory and a set of questions. It is not related to the query "theory or practice" directly, but it may be useful for IELTS test takers who want to improve their reading skills.
Learn how to answer questions on research using twins from IELTS Cambridge 11 Reading Test 4 with detailed solutions and explanations. Find out the keywords, tips and tricks to locate the correct answers easily and quickly.
Questions 27-29. Choose the correct letter A, B, C or D. Write the correct letter in boxes 27-29 on your answer sheet. 27 In the second paragraph, the recommendation given by AACSB is A to focus on listing research paper's citation only.. B to consider the quantity of academic publications.. C to evaluate how the paper influences the field.
IELTS Recent Mock Tests Volume 6 Reading Practice Test 2
We need to be aware that Clarence Saunders' idea is to create a self-service grocery store, then that idea was carried out right when he out his perspective into practice. In other words, he established a grocery wholesale cooperative. Therefore, C should be the answer for this question. 4 Answer: A.
Nov 05, 2021. Locating answers in the IELTS reading test. by: IELTS buddy. It's difficult to know whether that occurs throughout all readings as obviously most people won't have checked that and we don't have access to all the official reading texts. It's quite likely that is correct because obviously each question needs to be about something ...
This IELTS reading passage delves into the complexities of scientific research, challenging the traditional perception of the scientific method as a purely inductive process. The author introduces the concept of hypothetico-deductive reasoning, emphasizing the role of hypotheses in driving scientific inquiry.
Quantitative Research in Education. Many education researchers used to work on the assumption that children experience different phases of development, and that they cannot execute the most advanced level of cognitive operation until they have reached the most advanced forms of cognitive process. For example, one researcher Piaget had a well ...
The IELTS Reading section features various question types, including multiple-choice, true/false/not given, matching headings, summary completion, sentence completion, and short answer questions. These are designed to test a range of reading skills, such as understanding main ideas, detail, logical argument, and recognising writers' opinions ...
Trang web này cung cấp bản dịch và giải thích chi tiết của đề thi IELTS Reading về nghiên cứu phát triển nhận thức của trẻ em. Đề thi này không liên quan đến việc thực hiện cuộc điều tra và nhân rộng nó, mà chỉ đề cập đến các khác nhau giả định và phương pháp của nhà nghiên cứu Piaget và Donaldson.
Quantitative Research In Education IELTS Reading Answers ...
Quantitative Research in Education. Many education researchers used to work on the assumption that children experience different phases of development, and that they cannot execute the most advanced level of cognitive operation until they have reached the most advanced forms of cognitive process. For example, one researcher Piaget had a well ...
This web page provides a reading passage and questions about quantitative research in education, its limitations and qualitative alternatives. It also offers answers and explanations for the questions, with examples and tips for IELTS test takers.
In a language development test, researchers show children a picture of a medieval. fortress, complete with moat, drawbridge, parapets and three initial consonants in it: D, C, and G. The. children are required to circle the correct initial consonant for 'castle'. The answer is C, but many kids.
Quantitative Research in Education Many education researchers used to work on the assumption that children experience different phases of development, and that they cannot execute the most advanced level of cognitive operation until they have reached the most advanced forms of cognitive process. For example, one researcher Piaget had a well-known experiment in which he asked the children to ...
IELTS Reading Actual Test Volume 2 gives IELTS learners authentic IELTS Reading Tests from 2006 - 2012, including 7 tests with a range of different topics such as Health in the Wild (1 July 2012), Bird Migration (5 October 2012), California's Age of Megafires (26 Nov 2011), Going nowhere fast (12 Feb 2012), or Man or Machine (16 Dec 2010 ...
Since you can find the location of the question. The next step should be at out of four options A, B, C and D find out which ones are not mentioned at the location. Then after elimination you are generally left with two likely answers. To find the exact answer find the synonyms for both the options and which every has more synonyms in the ...
The sociology of education and evaluation studies were the two areas of educational research where criticism of quantitative research and the development of qualitative methodologies initially emerged in the most intense way. A series of studies conducted by Lacey, Hargreaves and Lambert in a boys' grammar school, a boys' secondary modem ...