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Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests.,成人和儿童总会接触到有关热带雨林消失速度触目惊心的相关说法。,C04T1R1
"For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes – about the duration of a normal classroom period.",比如有一个孩子很容易理解的生动例证：据估算，热带雨林正以每 40 分钟消失 1000 个足球场的速度遭到破坏，而这一时间大约就是一堂普通课程的时长。,C04T1R1
"In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests – what and where they are, why they are important, what endangers them – independent of any formal tuition.",面对媒体频繁且往往画面生动的相关报道，儿童很可能无需经过任何正式教学，就已经形成了对热带雨林的种种认知 —— 知道它们是什么、分布在何处、为何具有重要意义，也知道它们面临哪些威胁。,C04T1R1
It is also possible that some of these ideas will be mistaken.,而这些认知中，有些也可能存在错误。,C04T1R1
"Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.",多项研究表明，儿童对于课本中正统的纯科学知识，往往存在一些错误认知。,C04T1R1
"These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.",这些错误认知并非孤立存在，而是会融入一个多维度却结构清晰的概念框架中。这一过程不仅让该框架及其包含的各类观点（其中部分观点存在谬误）更难被撼动，也让其具备了被修正的可能性。,C04T1R1
These ideas may be developed by children absorbing ideas through the popular media.,儿童可能会通过接触大众媒体的信息，形成这类认知。,C04T1R1
Sometimes this information may be erroneous.,而这些信息有时本身就是不准确的。,C04T1R1
It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.,学校似乎并未为儿童提供重新表达自身观点的机会，也就无法让教师和同伴对这些观点进行检验与完善。,C04T1R1
"Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area.",尽管大众媒体对热带雨林遭破坏的问题进行了大量报道，但关于儿童在这一领域的认知状况，目前却鲜有正式的研究数据。,C04T1R1
"The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.",本研究的目的，是初步填补这一信息空白，帮助教师制定教学策略 —— 以学生的正确认知为基础开展教学、纠正其错误认知，并为学校规划环境研究相关课程提供依据。,C04T1R1
The study surveys children’s scientific knowledge and attitudes to rainforests.,该研究调查了儿童关于热带雨林的科学知识储备，以及他们对热带雨林的态度。,C04T1R1
Secondary school children were asked to complete a questionnaire containing five open-form questions.,研究人员让中学生填写了一份包含五道开放式问题的调查问卷。,C04T1R1
The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’.,针对第一个问题，学生最普遍的回答，都是从 “热带雨林” 这个词汇本身就能直接看出的描述性答案。,C04T1R1
"Some children described them as damp, wet or hot.",一些孩子将热带雨林描述为潮湿、多雨或是炎热的地方。,C04T1R1
The second question concerned the geographical location of rainforests.,第二个问题围绕热带雨林的地理位置展开。,C04T1R1
"The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%).",学生最常给出的答案是具体的大洲或国家：43% 的孩子提到了非洲，30% 提到了南美洲，25% 提到了巴西。,C04T1R1
"Some children also gave more general locations, such as being near the Equator.",也有部分孩子给出了更宽泛的地理位置描述，比如 “靠近赤道”。,C04T1R1
Responses to question three concerned the importance of rainforests.,第三个问题的回答，均围绕热带雨林的重要意义展开。,C04T1R1
"The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats.",64% 的学生都提出了一个核心观点：热带雨林为动物提供了栖息地。,C04T1R1
"Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests.",提及热带雨林为植物提供栖息地的学生更少，而想到热带雨林原住民的学生则寥寥无几。,C04T1R1
More girls (70%) than boys (60%) raised the idea of the rainforest as animal habitats.,认为热带雨林是动物栖息地的女生（70%）数量多于男生（60%）。,C04T1R1
"Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats.",类似地，尽管整体比例较低，但认为热带雨林为人类提供栖息地的女生（13%）也多于男生（5%）。,C04T1R1
"These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.",这些发现与我们此前关于学生对热带雨林利用和保护看法的研究结果基本一致。在那项研究中我们发现，女生对动物更具同理心，其表达的观点也体现出对非人类动物生命内在价值的重视。,C04T1R1
The fourth question concerned the causes of the destruction of rainforests.,第四个问题探讨的是热带雨林遭到破坏的原因。,C04T1R1
"Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’.",或许令人欣慰的是，超过一半（59%）的学生意识到，是人类的活动在破坏热带雨林，部分学生还会用 “我们（人类）” 这样的表述，将责任归到人类自身。,C04T1R1
About 18% of the pupils referred specifically to logging activity.,约 18% 的学生还特别提到了伐木行为。,C04T1R1
"One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests.",约 10% 的学生存在一种错误认知，认为酸雨是破坏热带雨林的元凶；另有相同比例的学生认为，污染是导致热带雨林遭破坏的原因。,C04T1R1
"Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors.",孩子们在此处混淆了概念，将热带雨林的破坏与酸雨、污染这些因素对西欧森林造成的损害混为一谈。,C04T1R1
"While two-fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.",五分之二的学生知道热带雨林能产生氧气，但在部分回答中，学生还附带了一种错误认知：认为热带雨林遭到破坏会导致大气中的氧气含量下降，让地球的大气环境不再适合人类生存。,C04T1R1
"In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive.",针对热带雨林保护的重要性这一最后问题，大多数孩子的回答都很直白：人类的生存离不开热带雨林。,C04T1R1
Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming.,仅有 6% 的学生提到，热带雨林的破坏可能会加剧全球变暖。,C04T1R1
This is surprising considering the high level of media coverage on this issue.,考虑到媒体对这一问题的大量报道，这一结果着实令人意外。,C04T1R1
Some children expressed the idea that the conservation of rainforests is not important.,还有部分孩子认为，保护热带雨林并不重要。,C04T1R1
The results of this study suggest that certain ideas predominate in the thinking of children about rainforests.,该研究结果表明，儿童对于热带雨林的认知，存在一些主流的固有看法。,C04T1R1
"Pupils’ responses indicate some misconceptions in the basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.",学生的回答反映出，他们在热带雨林生态系统的基础科学知识方面存在诸多错误认知，比如对热带雨林作为动物、植物和人类栖息地的认知，以及对气候变化与热带雨林破坏之间关系的认知。,C04T1R1
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction.,学生们并未主动表达出任何观点，能体现出他们认识到了热带雨林遭破坏的原因具有复杂性。,C04T1R1
"In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests.",换言之，学生既没有表现出认识到热带雨林的重要意义体现在多个方面，也没有意识到，推动破坏热带雨林行为的，是一系列复杂的社会、经济和政治因素。,C04T1R1
"One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views.",不过有一个令人鼓舞的发现：针对其他环境问题的同类研究结果表明，年龄稍大的儿童似乎会逐渐学会理解、重视并评判不同的对立观点。,C04T1R1
"Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.",环境教育为这些能力的培养提供了平台，而这些能力，对于未来将成为决策者的孩子们而言至关重要。,C04T1R1