One of the aims of teaching science is, through learning, to enable students to develop a complete personality by creativity, honesty, eagerness to acquire knowledge, freedom of speech and thought, and critical assessment. This is an ambitious aim which we unfortunately, rarely consider. During teaching we devote our attention more to the content rather than the aims. We thus see that science is one of the school subjects least favored by students.
The emotional elements of music, dancing, painting, poetry and drama have a strong emotional impact on students. For science to evoke the same feelings, it should be taught with the help of the expressive arts. Unlike traditional didactic approaches, drama also offers a synthesis of visual, kinetic and auditory experiences, apart from the understanding of facts and figures as a result of rational and analytical perception. Drama and other artistic activities can assist in reaching the cognitive goals of the curriculum, as they
A. Teach Science Through Drama.
B. Developing Students’ Imagination.
C. Expressive Arts in the Science Classroom.
D. Creative Ways of Teaching Science.
Passage 1
A major reason for conflict in the animal world is territory. The male animal (1) an area. The size of the area is sufficient to provide food for him, his (2) and their offspring. Migrating birds, for example, (3) up the best territory in the order of "first come, first (4) ." The late arrivals may acquire (5) territories, but less food is available, or they are too close to the (6) of the enemies of the species. (7) there is really insufficient food or the danger is very great, the animal will not (8) . In this way, the members of the species which are less fit will not have offspring.
When there is conflict (9) territory, animals will commonly use force, or a (10) of force, to decide which will stay and which will go. It is interesting to note, however, that animals seem to use (11) the minimum amount of force (12) to dri
A. use
B. serve
C. served
D. used
Our lives are woven together. As much as I enjoy my own (1)______, I no longer imagine I can get through a (2)______day, much less all my life, (3)______on my own. Even if I am on (4)______in the mountains, I am eating food someone else has grown, living in a house someone else has built, wearing clothes someone else has (5)______from cloth woven by others, using (6)______someone else is distributing to my house. (7)______of interdependence is everywhere. We are on this (8)______together. As I was growing up, (9)______. "Make your own way", "Stand on your own two feet", or my mother’s favorite remark when I was face-to-face with consequences of some action: "Now that you’ve made your bed, lie on it!" Total independence is a dominant theme in our culture. I imagine that (10)______. But the teaching was shaped by our cultural images, and instead I grew up believing that I was supposed to be totally "independent" and consequently b
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