IELTS Reading: Cultural Differences in Approaches to Science Education – Đề Thi Mẫu Có Đáp Án Chi Tiết

Giáo dục khoa học luôn là một lĩnh vực quan trọng trong phát triển nguồn nhân lực toàn cầu, nhưng cách tiếp cận giảng dạy khoa học lại có sự khác biệt đáng kể giữa các nền văn hóa. Chủ đề “Cultural Differences In Approaches To Science Education” thường xuyên xuất hiện trong IELTS Reading với tần suất khoảng 15-20% trong các đề thi thực tế, đặc biệt ở Passage 2 và Passage 3. Đây là một chủ đề đòi hỏi người học phải nắm vững từ vựng học thuật và khả năng phân tích thông tin phức tạp.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, bao gồm 40 câu hỏi đa dạng như trong kỳ thi thật. Bạn sẽ học được các dạng câu hỏi phổ biến (True/False/Not Given, Matching Headings, Summary Completion, Multiple Choice), kỹ thuật làm bài hiệu quả, và hơn 40 từ vựng quan trọng kèm cách sử dụng thực tế. Đặc biệt, đáp án được giải thích chi tiết với vị trí cụ thể trong bài, giúp bạn hiểu rõ cách paraphrase và tư duy của người ra đề.

Bài thi mẫu này phù hợp cho học viên từ band 5.0 trở lên muốn nâng cao kỹ năng đọc hiểu học thuật và chuẩn bị tốt nhất cho phần thi Reading.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm khi sai. Đề thi được thiết kế với độ khó tăng dần, trong đó Passage 1 thường dễ nhất và Passage 3 khó nhất.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (13 câu hỏi)
• Passage 2: 18-20 phút (13 câu hỏi)
• Passage 3: 23-25 phút (14 câu hỏi)

Lưu ý dành 2-3 phút cuối để chuyển đáp án vào Answer Sheet. Không có thời gian bổ sung sau 60 phút, vì vậy việc quản lý thời gian là then chốt để hoàn thành toàn bộ bài thi.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
2. Matching Information – Nối thông tin với đoạn văn tương ứng
3. Multiple Choice – Chọn đáp án đúng nhất từ 3-4 phương án
4. Matching Headings – Nối tiêu đề phù hợp với mỗi đoạn
5. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
6. Sentence Completion – Hoàn thiện câu với thông tin từ bài đọc
7. Short-answer Questions – Trả lời câu hỏi với số từ giới hạn

IELTS Reading Practice Test

PASSAGE 1 – Science Education Across Cultures

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Science education has long been recognized as a cornerstone of modern society, yet the methods used to teach scientific concepts vary significantly across different cultures. These variations are not merely superficial differences in curriculum design or teaching materials; rather, they reflect fundamental philosophical beliefs about the nature of knowledge, the role of the teacher, and the purpose of education itself.

In Western educational systems, particularly in countries like the United States, Canada, and the United Kingdom, science education has traditionally emphasized hands-on experimentation and inquiry-based learning. Students are encouraged to ask questions, formulate hypotheses, and conduct experiments to test their ideas. This approach is rooted in the scientific method developed during the European Enlightenment, which values empirical evidence and critical thinking. Teachers in these systems often act as facilitators, guiding students through the process of discovery rather than simply transmitting information.

The pedagogical philosophy underlying Western science education assumes that students learn best when they are actively engaged in the learning process. This approach, sometimes called constructivism, suggests that learners construct their own understanding of scientific concepts through direct experience and social interaction. In a typical Western science classroom, you might see students working in groups to design experiments, using laboratory equipment to collect data, and presenting their findings to classmates. The emphasis is on developing problem-solving skills and cultivating scientific literacy rather than memorizing facts.

In contrast, many Asian educational systems, including those in China, Japan, South Korea, and Singapore, have traditionally taken a more teacher-centered approach to science education. In these classrooms, the teacher is viewed as an authority figure who possesses knowledge that must be transmitted to students. Lessons typically follow a structured format, with teachers explaining concepts clearly and systematically before students practice through repetitive exercises. This method is influenced by Confucian educational traditions, which emphasize respect for authority, diligence, and the importance of mastering foundational knowledge before moving to more advanced topics.

However, it would be misleading to suggest that Asian science education relies solely on rote memorization. While there is certainly more emphasis on learning core content and fundamental principles, many Asian countries have achieved remarkable success in international science assessments. Students from Singapore, Japan, and South Korea consistently rank among the top performers in tests like PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). This success suggests that their approach to science education, though different from Western methods, is highly effective in developing scientific competence.

Recent years have seen a growing recognition that both approaches have merits and limitations. Some Western educators have begun to appreciate the value of ensuring students have a solid foundation of scientific knowledge before engaging in open-ended inquiry. Meanwhile, many Asian countries are incorporating more inquiry-based activities and collaborative learning into their curricula, recognizing that creativity and innovation require opportunities for students to explore and experiment.

The globalization of education has led to increased cross-cultural exchange of teaching methods and educational philosophies. International schools around the world often blend elements from different traditions, creating hybrid approaches that aim to combine the strengths of various systems. For example, some schools might use direct instruction to teach fundamental concepts while also providing opportunities for student-led investigation and project-based learning. This synthesis of approaches reflects a growing understanding that effective science education requires both solid content knowledge and higher-order thinking skills.

Another important cultural difference concerns the role of failure in the learning process. In many Western educational contexts, failure is increasingly viewed as a valuable learning opportunity. Students are encouraged to take risks, make mistakes, and learn from them. This attitude aligns with the Western emphasis on innovation and creativity. In contrast, some Asian cultures traditionally view failure more negatively, as something to be avoided through careful preparation and diligent study. However, this perspective is also changing, with many Asian educators recognizing the importance of resilience and the ability to learn from setbacks.

The integration of technology into science education has added another dimension to these cultural differences. While technology is used worldwide, the ways in which digital tools are incorporated into science teaching vary across cultures. Some countries emphasize using technology for virtual laboratories and simulations, allowing students to explore phenomena that would be difficult or dangerous to observe directly. Others focus more on technology as a means of delivering content and assessing student understanding. These different applications reflect broader cultural attitudes about the purpose of education and the nature of learning.

Understanding these cultural differences in science education approaches is crucial in our increasingly interconnected world. As students and teachers move across borders, and as educational resources become globally available through the internet, there is both an opportunity and a challenge to learn from different traditions while respecting their cultural contexts. Tương tự như cultural influences on student participation in sports education, phương pháp giảng dạy khoa học cũng phản ánh sâu sắc các giá trị văn hóa cốt lõi của mỗi xã hội. The most effective science education may ultimately be one that draws on the strengths of multiple approaches while remaining culturally responsive to the needs and values of local communities.

Questions 1-13

Questions 1-5

Do the following statements agree with the information given in Passage 1?

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

1. Western science education encourages students to develop their own hypotheses through experimentation.

2. All Asian countries rely exclusively on memorization in science teaching.

3. Students from Singapore perform well in international science assessments.

4. Western students typically achieve higher scores than Asian students in science tests.

5. The use of technology in science classrooms is identical across all cultures.

Questions 6-9

Match each description with the correct educational approach. You may use any letter more than once.

A. Western approach
B. Asian approach
C. Both approaches

6. Views the teacher as someone who facilitates learning

7. Emphasizes mastering fundamental knowledge before advanced topics

8. Has been successful in developing scientific competence

9. Incorporates elements of Confucian educational traditions

Questions 10-13

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

10. In Western classrooms, students often work in groups and present their __ to other students.

11. The approach where learners build understanding through experience is called __.

12. Many schools worldwide are creating __ that combine different teaching traditions.

13. Understanding cultural differences in education is important in our increasingly __ world.

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PASSAGE 2 – The Impact of Cultural Values on Science Pedagogy

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The relationship between cultural values and science education methodologies is far more nuanced and multifaceted than simple geographical distinctions might suggest. While it is tempting to categorize educational approaches along East-West lines, doing so risks oversimplifying the complex interplay of historical, philosophical, and socioeconomic factors that shape how science is taught in different societies. Recent comparative research in educational psychology and cross-cultural pedagogy reveals that the effectiveness of particular teaching methods cannot be divorced from the cultural frameworks within which they operate.

One of the most significant cultural variables influencing science education is the concept of epistemology – that is, beliefs about the nature of knowledge itself. In cultures with individualistic orientations, knowledge is often conceived as something to be actively constructed by the learner through personal exploration and critical evaluation. This epistemological stance aligns with constructivist learning theories and explains why Western science curricula frequently emphasize student autonomy, independent thinking, and questioning authority. The underlying assumption is that scientific understanding emerges through a process of personal discovery and intellectual struggle, where students must grapple with concepts and resolve cognitive conflicts on their own terms.

Conversely, in cultures characterized by collectivist values, knowledge may be viewed as culturally situated and socially transmitted. Here, the emphasis is placed on accessing established wisdom through guidance from more knowledgeable others – typically teachers or texts. This perspective does not necessarily diminish the importance of understanding; rather, it prioritizes systematic mastery of accepted scientific principles before encouraging independent innovation. The pedagogical logic suggests that students must first become thoroughly grounded in the accumulated knowledge of their field before they can meaningfully contribute to it. This approach reflects a cultural value system that emphasizes respect for expertise, incremental progress, and social harmony over individual assertion.

The role of language in shaping science education deserves particular attention. Research in cognitive linguistics has demonstrated that the structure and vocabulary of a language can influence how speakers think about scientific concepts. For instance, languages that use more precise numerical terminology or have specific grammatical structures for expressing causal relationships may facilitate certain types of scientific reasoning. Moreover, when science is taught in a student’s native language versus a second language, the cognitive load and learning outcomes can differ substantially. Many postcolonial nations face the dilemma of whether to teach science in indigenous languages, which may enhance comprehension but have limited technical vocabulary, or in international languages like English, which provides access to global scientific discourse but may create barriers for some learners.

Assessment practices represent another domain where cultural differences manifest clearly. Western educational systems increasingly favor formative assessment methods that provide ongoing feedback and allow students to demonstrate competence through varied means such as portfolios, presentations, and project work. These approaches reflect cultural values of individual expression and the belief that learning is a continuous process rather than a series of discrete achievements. In contrast, many high-stakes examination systems prevalent in East Asian countries emphasize summative assessments that test comprehensive knowledge at specific milestone points. These examinations serve not only pedagogical functions but also important social functions, acting as meritocratic gatekeepers that determine students’ educational trajectories and career opportunities.

The debate over whether science education should prioritize breadth or depth of content coverage also reflects cultural priorities. American science curricula, for example, have been criticized for being “a mile wide and an inch deep,” covering many topics superficially rather than exploring fewer topics in depth. This approach may stem from cultural values that prize exposure to diverse ideas and general literacy across multiple domains. In contrast, several high-performing Asian systems follow curricula that cover fewer topics but expect students to achieve mastery-level understanding of each one before progressing. This reflects cultural beliefs about the importance of thoroughness, precision, and building knowledge systematically.

Điều này có điểm tương đồng với how international students adapt to different cultural environments khi họ phải điều chỉnh cách tiếp cận học tập để phù hợp với môi trường giáo dục mới. The incorporation of indigenous knowledge systems into science education presents both opportunities and challenges for culturally responsive pedagogy. Many educational theorists argue that science curricula should acknowledge and incorporate traditional ecological knowledge, ethnobotanical practices, and other non-Western scientific traditions. Advocates contend that this approach can make science more relevant and engaging for students from diverse backgrounds while also challenging the dominance of Western epistemology in defining what counts as legitimate science. Critics, however, worry that conflating indigenous knowledge with modern scientific knowledge may blur important distinctions between empirical verification, systematic experimentation, and other ways of knowing.

Collaborative learning provides an interesting case study in how cultural values shape pedagogical preferences. While group work and peer learning are now widely promoted in Western educational contexts, research suggests that the dynamics of such collaboration differ significantly across cultures. In egalitarian cultures, students may feel comfortable challenging peers’ ideas and engaging in vigorous debate, behaviors that are seen as conducive to learning. In cultures with hierarchical social structures, students may be more reticent to contradict classmates, particularly those perceived as higher status, and may prefer cooperative rather than competitive forms of interaction. These differences mean that the same collaborative activity may produce very different learning outcomes depending on the cultural context.

The global movement toward STEM education (Science, Technology, Engineering, and Mathematics) has created new pressures for educational standardization while simultaneously highlighting persistent cultural differences. International organizations and multinational corporations often advocate for universal competencies and standardized curricula to create a globally competitive workforce. However, this homogenizing tendency encounters resistance from educators and policymakers who argue that effective science education must remain culturally grounded and contextually appropriate. The challenge lies in preparing students for participation in global scientific communities while respecting and preserving valuable aspects of local educational traditions.

Recent neuroscientific research adds another layer of complexity to understanding cultural differences in science education. Studies using brain imaging technologies have revealed that culture can actually shape neural patterns associated with cognitive processes like categorization, memory, and attention – all of which are fundamental to learning science. This finding suggests that the cultural environment in which students develop may influence not just their conscious attitudes and behaviors but also their underlying cognitive architecture. If this is the case, then the quest for universally optimal science teaching methods may be misguided; instead, educators might need to develop culturally adaptive pedagogies that align with students’ culturally shaped cognitive styles.

Questions 14-26

Questions 14-18

Choose the correct letter, A, B, C, or D.

14. According to the passage, why is it problematic to categorize educational approaches as simply East versus West?
    A. Because all countries now use the same teaching methods
    B. Because it oversimplifies complex historical and cultural factors
    C. Because Western methods are always superior
    D. Because geography has no influence on education

15. In individualistic cultures, knowledge is typically seen as:
    A. Something passed down from authorities
    B. Fixed and unchangeable
    C. Actively constructed by learners
    D. Less important than social harmony

16. What does the passage suggest about teaching science in non-native languages?
    A. It always improves learning outcomes
    B. It should be avoided in all circumstances
    C. It may create barriers but provides access to global discourse
    D. It has no effect on cognitive load

17. The phrase “a mile wide and an inch deep” is used to describe:
    A. Asian examination systems
    B. American curriculum coverage
    C. Language barriers in science
    D. Assessment practices globally

18. According to the passage, collaborative learning dynamics differ across cultures primarily because of:
    A. Different levels of student intelligence
    B. Variations in classroom technology
    C. Cultural attitudes toward hierarchy and debate
    D. The quality of teacher training

Questions 19-23

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Cultural values significantly influence how science is taught. In cultures with 19. __, knowledge is often seen as something learners construct themselves through exploration. Meanwhile, cultures emphasizing 20. __ view knowledge as transmitted socially from experts. Assessment methods also vary, with Western systems favoring 21. __ that provides continuous feedback, while many Asian countries use 22. __ at important milestone points. Recent brain research suggests that culture can shape 23. __ related to learning, indicating that universally optimal teaching methods may not exist.

Questions 24-26

Do the following statements agree with the claims of the writer in Passage 2?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

24. Indigenous knowledge systems should completely replace modern scientific knowledge in curricula.

25. The structure of a language can influence how people think about scientific concepts.

26. International organizations always succeed in creating standardized science curricula worldwide.

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PASSAGE 3 – Reconceptualizing Science Education in a Multicultural World

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The epistemological foundations of science education have become increasingly contested terrain in contemporary educational discourse, particularly as globalization and mass migration create unprecedented levels of cultural diversity within educational institutions worldwide. The traditional model of science education, predicated largely upon Enlightenment rationalism and positivist assumptions about objective reality and universal truth, now faces substantive challenges from scholars advocating for more pluralistic frameworks that acknowledge the legitimacy of diverse knowledge systems and ways of knowing. This paradigmatic tension raises profound questions about whether science, as a discipline claiming to transcend cultural boundaries through its commitment to empirical verification and methodological rigor, can or should accommodate culturally specific epistemologies without compromising its foundational principles.

The concept of “universal science” – the notion that scientific knowledge is culturally neutral and equally accessible to all learners regardless of background – has been subjected to sustained critique by scholars in postcolonial studies, critical pedagogy, and multicultural education. These critics argue that what is typically presented as “universal” science is actually a particularistic Western tradition that has achieved hegemonic status through historical processes of colonization and cultural imperialism. They point out that the canonical narrative of science history typically begins with ancient Greek philosophers, proceeds through the European Scientific Revolution, and continues with predominantly Western scientists, thereby marginalizing or erasing the contributions of non-Western civilizations to scientific knowledge. This Eurocentric narrative, they contend, not only distorts the historical record but also alienates students from non-Western backgrounds who fail to see themselves or their cultural heritages represented in the science curriculum.

Proponents of culturally responsive science education argue for a more inclusive pedagogy that validates multiple ways of knowing and explicitly connects scientific concepts to students’ cultural contexts and lived experiences. This approach might involve, for example, examining how indigenous peoples in the Amazon developed sophisticated botanical knowledge through generations of systematic observation and experimentation, or how ancient Chinese astronomers made precise celestial observations that informed agricultural practices. By foregrounding these contributions, educators aim to democratize science education and make it more relevant to culturally diverse student populations. Moreover, advocates suggest that recognizing multiple knowledge traditions can enrich scientific understanding by bringing different conceptual frameworks and methodological approaches to bear on complex problems.

Học sinh từ nhiều nền văn hóa khác nhau cùng học tập khoa học trong lớp học hiện đại đa dạng

However, this pluralistic approach to science education has generated considerable controversy within the scientific and educational communities. Critics argue that while it is certainly important to acknowledge the historical contributions of diverse cultures and to make science education more inclusive and engaging, there is a fundamental distinction between scientific knowledge – which is characterized by falsifiability, reproducibility, and empirical validation – and other forms of knowledge, which may be valuable but operate according to different epistemic criteria. They warn that conflating different knowledge systems risks diluting the distinctive features that make science a uniquely powerful tool for understanding the natural world. Furthermore, they argue that well-intentioned efforts to make science “multicultural” may inadvertently perpetuate stereotypes by essentializing cultures and treating them as monolithic entities with fixed characteristics, rather than as dynamic, internally diverse, and constantly evolving systems.

The debate over standardization versus localization in science curricula reflects these broader tensions. International assessments such as PISA and TIMSS presuppose the existence of a common body of scientific knowledge and skills that can be tested across diverse national contexts. These assessments have become influential drivers of educational policy, with countries benchmarking their performance against international standards and implementing reforms aimed at improving their rankings. The implicit assumption is that science education should converge toward a universal model based on best practices identified through comparative research. However, critics of this standardization agenda contend that it imposes a one-size-fits-all approach that disregards local needs, values, and contexts. They argue that education policy should be informed by, rather than dictated by, international comparisons, and that countries should have the autonomy to develop curricula that reflect their particular social priorities and cultural values.

The role of language in science education emerges as particularly significant when considering cultural differences. Code-switching – the practice of alternating between languages in educational settings – has become increasingly common as educators recognize that forcing students to learn science exclusively in a second language may impede both conceptual understanding and identity formation. Research in bilingual education suggests that allowing students to use their native language to discuss scientific concepts, even when the formal instruction occurs in another language, can facilitate deeper comprehension and help students integrate new knowledge with their prior understanding. However, this practice remains contentious, with some arguing that proficiency in international scientific languages, particularly English, is essential for students’ future participation in global scientific communities and that educational time spent in other languages represents a trade-off against this crucial objective.

Để hiểu rõ hơn về the role of mentorship in promoting cross-cultural academic success, việc nghiên cứu vai trò hướng dẫn trong giáo dục khoa học xuyên văn hóa trở nên đặc biệt quan trọng. The cognitive sciences have added an intriguing dimension to understanding cultural differences in science learning through research on cultural cognition – the phenomenon whereby cultural values shape how individuals process information and assess risks. Studies have shown that people with different cultural worldviews can interpret the same scientific data differently, particularly on politically charged issues such as climate change, evolution, or genetic modification. This research suggests that scientific literacy alone is insufficient to bridge cultural divides in science-related issues; rather, effective science education must also address how cultural identities and value systems interact with scientific understanding. Some educational researchers propose “culturally adaptive” teaching strategies that present scientific concepts in ways that resonate with students’ existing cultural frameworks rather than requiring them to abandon or subordinate these frameworks to a supposedly culturally neutral scientific worldview.

The increasing emphasis on STEM education in the 21st century reflects economic imperatives as much as educational philosophy. Governments worldwide view scientific and technological literacy as essential for economic competitiveness in the knowledge economy, leading to substantial investments in science education reform. However, this instrumental approach – which views education primarily as workforce preparation – has been criticized for narrowing the purposes of science education and marginalizing humanistic and ethical dimensions of scientific understanding. Critics argue that science education should not merely produce technically proficient workers but should cultivate scientifically literate citizens capable of critically evaluating scientific claims, understanding the social implications of technological development, and participating meaningfully in democratic deliberation about science-related policy issues. This broader vision of science education necessarily engages with cultural questions about the relationship between science and society, the ethical boundaries of scientific research, and the distribution of the benefits and risks of technological innovation.

Neuroscientific research employing functional magnetic resonance imaging (fMRI) has revealed that culture shapes not only conscious attitudes toward science but also unconscious cognitive processes involved in scientific reasoning. Studies comparing participants from individualistic and collectivistic cultures have found differences in neural activation patterns during tasks involving categorization, causal reasoning, and attention to context – all fundamental to scientific thinking. These findings suggest that the cognitive tools people bring to science learning are partially shaped by their cultural experiences, raising questions about whether current pedagogical approaches are equally effective for students from different cultural backgrounds. Some researchers advocate for “cognitively adaptive” instruction that recognizes and responds to culturally influenced differences in cognitive style, while others caution against oversimplifying the relationship between culture and cognition or using such findings to justify differential treatment of students based on their cultural backgrounds.

The digital revolution and the rise of online education have created new possibilities for addressing cultural diversity in science education while simultaneously introducing new challenges. On one hand, digital technologies enable students to access diverse perspectives and resources from around the world, potentially disrupting the monocultural character of traditional science textbooks. Virtual laboratories and simulations can provide learning opportunities that might otherwise be inaccessible due to resource constraints, particularly in developing countries. On the other hand, the digital divide means that access to these technologies is unevenly distributed, potentially exacerbating existing educational inequalities. Furthermore, online educational resources are predominantly in English and reflect Western pedagogical assumptions, raising questions about whether digital technologies ultimately promote educational equity or reinforce existing power structures.

Moving forward, the challenge for science education lies in navigating the tension between universal standards and cultural responsiveness, between scientific rigor and pedagogical inclusivity, between economic imperatives and humanistic values. Rather than seeking a single “best” approach to science education, educators and policymakers might more productively work toward developing flexible frameworks that can be adapted to diverse cultural contexts while maintaining core commitments to evidence-based reasoning and empirical inquiry. This requires ongoing dialogue among scientists, educators, cultural scholars, and communities about the purposes, methods, and content of science education in an increasingly interconnected yet culturally diverse world. The ultimate goal should be to prepare all students to participate in scientific discourse and to apply scientific thinking to real-world problems, while respecting and valuing the cultural identities and knowledge traditions they bring to the learning process.

Questions 27-40

Questions 27-31

Choose the correct letter, A, B, C, or D.

27. According to the passage, traditional science education is based primarily on:
    A. Multicultural perspectives and diverse knowledge systems
    B. Enlightenment rationalism and positivist assumptions
    C. Indigenous knowledge and cultural traditions
    D. Economic imperatives and workforce needs

28. Critics of “universal science” argue that:
    A. Science cannot be taught effectively in any cultural context
    B. Western science is actually a particular tradition that became dominant
    C. All cultures have made equal contributions to science history
    D. Scientific knowledge changes too rapidly to be useful

29. What do proponents of culturally responsive science education aim to achieve?
    A. Replace scientific knowledge with indigenous knowledge
    B. Eliminate standardized testing in all countries
    C. Make science more relevant by connecting it to students’ cultural contexts
    D. Reduce the amount of science taught in schools

30. The passage suggests that code-switching in science education:
    A. Is universally accepted as the best practice
    B. Should always be avoided
    C. Can facilitate deeper understanding but remains controversial
    D. Has been proven ineffective by research

31. According to the passage, fMRI research has shown that:
    A. All people process scientific information identically
    B. Culture may shape neural patterns involved in scientific reasoning
    C. Western students are naturally better at science
    D. Cultural differences in cognition are impossible to measure

Questions 32-36

Complete the summary using the list of words/phrases, A-K, below.

The debate about science education in multicultural contexts involves several key tensions. While international assessments assume a 32. __ of scientific knowledge exists, critics argue this promotes a 33. __ that ignores local contexts. The role of language is also significant, as learning science in a 34. __ may hinder both understanding and identity formation. Meanwhile, the emphasis on STEM education is driven by 35. __ concerns about competitiveness in the knowledge economy. Some researchers advocate for teaching methods that 36. __ students’ existing cultural frameworks rather than requiring them to abandon them.

A. second language
B. economic
C. common body
D. native language
E. one-size-fits-all approach
F. resonate with
G. contradict
H. political
I. diverse range
J. standardized curriculum
K. ignore

Questions 37-40

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What term describes the practice of alternating between languages in educational settings?

38. According to the passage, what is insufficient on its own to bridge cultural divides in science-related issues?

39. What type of citizens should science education cultivate according to critics of narrow STEM approaches?

40. What two qualities should flexible frameworks for science education maintain while adapting to cultural contexts?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. TRUE
4. NOT GIVEN
5. FALSE
6. A
7. B
8. C
9. B
10. findings
11. constructivism
12. hybrid approaches
13. interconnected

PASSAGE 2: Questions 14-26

14. B
15. C
16. C
17. B
18. C
19. individualistic orientations
20. collectivist values
21. formative assessment
22. summative assessments
23. neural patterns
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. C
31. B
32. C
33. E
34. A
35. B
36. F
37. Code-switching
38. Scientific literacy
39. Scientifically literate citizens
40. Evidence-based reasoning (hoặc: empirical inquiry)

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western science education, students, develop hypotheses, experimentation
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài đọc nói rõ “Students are encouraged to ask questions, formulate hypotheses, and conduct experiments to test their ideas.” Đây là paraphrase trực tiếp của câu hỏi, xác nhận rằng học sinh được khuyến khích phát triển giả thuyết thông qua thí nghiệm.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: All Asian countries, exclusively, memorization
• Vị trí trong bài: Đoạn 5, câu đầu
• Giải thích: Bài đọc nói rõ “However, it would be misleading to suggest that Asian science education relies solely on rote memorization.” Từ “misleading” cho thấy tuyên bố này là sai. Bài còn nhấn mạnh rằng các nước châu Á thành công trong các bài kiểm tra quốc tế, chứng tỏ phương pháp của họ không chỉ dựa vào học vẹt.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Students from Singapore, perform well, international science assessments
• Vị trí trong bài: Đoạn 5, dòng 4-6
• Giải thích: Bài viết nói “Students from Singapore, Japan, and South Korea consistently rank among the top performers in tests like PISA and TIMSS.” Điều này khẳng định học sinh Singapore có thành tích tốt.

Câu 4: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western students, higher scores, Asian students
• Giải thích: Bài đọc không so sánh trực tiếp điểm số giữa học sinh phương Tây và châu Á. Bài chỉ đề cập rằng học sinh châu Á đứng trong top, nhưng không nói họ cao hơn hay thấp hơn học sinh phương Tây.

Câu 5: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: technology, science classrooms, identical across cultures
• Vị trí trong bài: Đoạn 9, câu cuối
• Giải thích: Bài viết nói rõ “the ways in which digital tools are incorporated into science teaching vary across cultures” và “These different applications reflect broader cultural attitudes.” Điều này mâu thuẫn với tuyên bố rằng việc sử dụng công nghệ là giống hệt nhau.

Câu 6: A

• Dạng câu hỏi: Matching Information
• Giải thích: Đoạn 2 nói rõ “Teachers in these systems often act as facilitators” khi nói về hệ thống giáo dục phương Tây.

Câu 7: B

• Dạng câu hỏi: Matching Information
• Giải thích: Đoạn 4 mô tả phương pháp châu Á nhấn mạnh “mastering foundational knowledge before moving to more advanced topics.”

Câu 8: C

• Dạng câu hỏi: Matching Information
• Giải thích: Đoạn 5 khẳng định cả hai phương pháp đều thành công trong việc phát triển năng lực khoa học, với học sinh châu Á đạt thành tích cao và phương Tây cũng có điểm mạnh riêng.

Câu 9: B

• Dạng câu hỏi: Matching Information
• Giải thích: Đoạn 4 nói rõ “This method is influenced by Confucian educational traditions” khi mô tả phương pháp châu Á.

Câu 10: findings

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Western classroom, groups, present
• Vị trí trong bài: Đoạn 3, dòng 5-6
• Giải thích: Bài viết nói “presenting their findings to classmates” khi mô tả hoạt động nhóm trong lớp học phương Tây.

Câu 11: constructivism

• Dạng câu hỏi: Sentence Completion
• Từ khóa: learners build understanding, experience
• Vị trí trong bài: Đoạn 3, dòng 2-3
• Giải thích: Bài viết giải thích “This approach, sometimes called constructivism, suggests that learners construct their own understanding.”

Câu 12: hybrid approaches

• Dạng câu hỏi: Sentence Completion
• Từ khóa: schools worldwide, combine, different traditions
• Vị trí trong bài: Đoạn 7, dòng 3-4
• Giải thích: Bài viết nói “creating hybrid approaches that aim to combine the strengths of various systems.”

Câu 13: interconnected

• Dạng câu hỏi: Sentence Completion
• Từ khóa: cultural differences, important, world
• Vị trí trong bài: Đoạn 10, câu đầu
• Giải thích: Bài viết nói “Understanding these cultural differences…is crucial in our increasingly interconnected world.”

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: problematic, categorize, East versus West
• Vị trí trong bài: Đoạn 1, câu 2
• Giải thích: Bài viết nói rõ “doing so risks oversimplifying the complex interplay of historical, philosophical, and socioeconomic factors.” Đáp án B paraphrase chính xác ý này.

Câu 15: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: individualistic cultures, knowledge
• Vị trí trong bài: Đoạn 2, câu 2
• Giải thích: Bài viết nói “knowledge is often conceived as something to be actively constructed by the learner through personal exploration.”

Câu 16: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: teaching science, non-native languages
• Vị trí trong bài: Đoạn 4, câu cuối
• Giải thích: Bài viết cân nhắc cả hai mặt: “which provides access to global scientific discourse but may create barriers for some learners.”

Câu 17: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: “a mile wide and an inch deep”
• Vị trí trong bài: Đoạn 6, câu 2
• Giải thích: Bài viết nói rõ “American science curricula…have been criticized for being ‘a mile wide and an inch deep.'”

Câu 18: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: collaborative learning, differ, cultures
• Vị trí trong bài: Đoạn 8
• Giải thích: Đoạn này giải thích sự khác biệt dựa trên “In egalitarian cultures…In cultures with hierarchical social structures,” cho thấy thái độ văn hóa về cấp bậc và tranh luận là yếu tố chính.

Câu 19: individualistic orientations

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 2, câu đầu
• Giải thích: Bài viết nói “In cultures with individualistic orientations, knowledge is often conceived as something to be actively constructed.”

Câu 20: collectivist values

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 3, câu đầu
• Giải thích: Bài viết nói “in cultures characterized by collectivist values, knowledge may be viewed as culturally situated and socially transmitted.”

Câu 21: formative assessment

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 5, câu 2
• Giải thích: Bài viết nói “Western educational systems increasingly favor formative assessment methods that provide ongoing feedback.”

Câu 22: summative assessments

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 5, câu 3
• Giải thích: Bài viết nói “many high-stakes examination systems prevalent in East Asian countries emphasize summative assessments.”

Câu 23: neural patterns

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn cuối, câu 2
• Giải thích: Bài viết nói “culture can actually shape neural patterns associated with cognitive processes.”

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 7
• Giải thích: Bài viết không đề xuất thay thế hoàn toàn. Nó nói “acknowledge and incorporate” và “Critics…worry that conflating indigenous knowledge with modern scientific knowledge may blur important distinctions.” Điều này cho thấy tác giả không ủng hộ việc thay thế hoàn toàn.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 4, câu 2
• Giải thích: Bài viết nói rõ “Research in cognitive linguistics has demonstrated that the structure and vocabulary of a language can influence how speakers think about scientific concepts.”

Câu 26: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài viết không đề cập đến việc các tổ chức quốc tế có luôn thành công hay không trong việc tạo chương trình chuẩn hóa.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 1, câu 2
• Giải thích: Bài viết nói “The traditional model of science education, predicated largely upon Enlightenment rationalism and positivist assumptions.”

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2
• Giải thích: Bài viết nói “what is typically presented as ‘universal’ science is actually a particularistic Western tradition that has achieved hegemonic status through historical processes.”

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 3, câu đầu
• Giải thích: Bài viết nói “Proponents…argue for a more inclusive pedagogy that validates multiple ways of knowing and explicitly connects scientific concepts to students’ cultural contexts.”

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 6
• Giải thích: Bài viết nói code-switching “can facilitate deeper comprehension” nhưng “this practice remains contentious,” cho thấy nó có thể hiệu quả nhưng vẫn gây tranh cãi.

Câu 31: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 9, câu đầu
• Giải thích: Bài viết nói “Neuroscientific research…has revealed that culture shapes not only conscious attitudes toward science but also unconscious cognitive processes” và “culture shapes…neural activation patterns.”

Câu 32: C (common body)

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 5, câu 2
• Giải thích: Bài viết nói “International assessments…presuppose the existence of a common body of scientific knowledge.”

Câu 33: E (one-size-fits-all approach)

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 5, câu cuối
• Giải thích: Bài viết nói “critics…contend that it imposes a one-size-fits-all approach that disregards local needs.”

Câu 34: A (second language)

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 6, câu 2
• Giải thích: Bài viết nói “forcing students to learn science exclusively in a second language may impede both conceptual understanding and identity formation.”

Câu 35: B (economic)

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 8, câu đầu
• Giải thích: Bài viết nói “The increasing emphasis on STEM education…reflects economic imperatives.”

Câu 36: F (resonate with)

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 7, câu cuối
• Giải thích: Bài viết nói “culturally adaptive teaching strategies that present scientific concepts in ways that resonate with students’ existing cultural frameworks.”

Câu 37: Code-switching

• Dạng câu hỏi: Short-answer Question
• Vị trí trong bài: Đoạn 6, câu đầu
• Giải thích: Bài viết định nghĩa rõ “Code-switching – the practice of alternating between languages in educational settings.”

Câu 38: Scientific literacy

• Dạng câu hỏi: Short-answer Question
• Vị trí trong bài: Đoạn 7, câu 4
• Giải thích: Bài viết nói “This research suggests that scientific literacy alone is insufficient to bridge cultural divides.”

Câu 39: Scientifically literate citizens

• Dạng câu hỏi: Short-answer Question
• Vị trí trong bài: Đoạn 8, câu 4
• Giải thích: Bài viết nói “science education should…cultivate scientifically literate citizens capable of critically evaluating scientific claims.”

Câu 40: Evidence-based reasoning / Empirical inquiry

• Dạng câu hỏi: Short-answer Question
• Vị trí trong bài: Đoạn cuối, câu 2
• Giải thích: Bài viết nói “developing flexible frameworks that can be adapted to diverse cultural contexts while maintaining core commitments to evidence-based reasoning and empirical inquiry.” Cả hai đáp án đều được chấp nhận vì bài yêu cầu TWO qualities.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
cornerstone	n	/ˈkɔːnəstəʊn/	Nền tảng, trụ cột	Science education has long been recognized as a cornerstone of modern society	cornerstone of something
hands-on	adj	/ˌhændz ˈɒn/	Thực hành trực tiếp	Western systems emphasize hands-on experimentation	hands-on experience/learning
formulate	v	/ˈfɔːmjuleɪt/	Xây dựng, hình thành	Students formulate hypotheses	formulate a hypothesis/plan
empirical	adj	/ɪmˈpɪrɪkl/	Dựa trên thực nghiệm	This values empirical evidence	empirical evidence/research
facilitator	n	/fəˈsɪlɪteɪtə(r)/	Người hướng dẫn, điều phối	Teachers act as facilitators	act as a facilitator
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	Thuộc về sư phạm	The pedagogical philosophy	pedagogical approach/method
constructivism	n	/kənˈstrʌktɪvɪzəm/	Thuyết kiến tạo	This approach is called constructivism	social constructivism
cultivate	v	/ˈkʌltɪveɪt/	Trau dồi, phát triển	Cultivating scientific literacy	cultivate skills/knowledge
authority figure	n phrase	/ɔːˈθɒrəti ˈfɪɡə(r)/	Người có thẩm quyền	The teacher is an authority figure	respect authority figures
rote memorization	n phrase	/rəʊt ˌmeməraɪˈzeɪʃn/	Học vẹt, học thuộc lòng	Asian education relies on rote memorization	avoid rote memorization
competence	n	/ˈkɒmpɪtəns/	Năng lực, trình độ	Developing scientific competence	demonstrate competence
synthesis	n	/ˈsɪnθəsɪs/	Sự tổng hợp	A synthesis of approaches	synthesis of ideas

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
nuanced	adj	/ˈnjuːɑːnst/	Tinh tế, nhiều sắc thái	The relationship is nuanced	nuanced understanding/approach
multifaceted	adj	/ˌmʌltiˈfæsɪtɪd/	Đa diện	The relationship is multifaceted	multifaceted issue/problem
epistemology	n	/ɪˌpɪstəˈmɒlədʒi/	Nhận thức luận	Beliefs about epistemology	epistemological stance
constructivist	adj	/kənˈstrʌktɪvɪst/	Theo thuyết kiến tạo	Constructivist learning theories	constructivist approach
grapple with	v phrase	/ˈɡræpl wɪð/	Vật lộn, đối mặt với	Students must grapple with concepts	grapple with problems/issues
collectivist	adj	/kəˈlektɪvɪst/	Theo chủ nghĩa tập thể	Collectivist values	collectivist culture/society
cognitive load	n phrase	/ˈkɒɡnətɪv ləʊd/	Tải nhận thức	The cognitive load differs	reduce cognitive load
formative assessment	n phrase	/ˈfɔːmətɪv əˈsesmənt/	Đánh giá quá trình	Western systems favor formative assessment	use formative assessment
summative assessment	n phrase	/ˈsʌmətɪv əˈsesmənt/	Đánh giá tổng kết	Asian countries use summative assessments	summative assessment methods
meritocratic	adj	/ˌmerɪtəˈkrætɪk/	Theo chế độ tinh anh	Meritocratic gatekeepers	meritocratic system/society
superficially	adv	/ˌsuːpəˈfɪʃəli/	Một cách hời hợt	Covering topics superficially	treat superficially
pedagogical preferences	n phrase	/ˌpedəˈɡɒdʒɪkl ˈprefrənsɪz/	Ưu tiên sư phạm	Cultural values shape pedagogical preferences	different pedagogical preferences
reticent	adj	/ˈretɪsnt/	Kín đáo, ngại ngùng	Students may be reticent	reticent to speak/share
homogenizing	adj	/həˈmɒdʒənaɪzɪŋ/	Đồng nhất hóa	This homogenizing tendency	homogenizing effect/force
cognitive architecture	n phrase	/ˈkɒɡnətɪv ˈɑːkɪtektʃə(r)/	Cấu trúc nhận thức	Their underlying cognitive architecture	mental/cognitive architecture

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
epistemological	adj	/ɪˌpɪstəməˈlɒdʒɪkl/	Thuộc nhận thức luận	Epistemological foundations	epistemological assumptions
contested terrain	n phrase	/kənˈtestɪd təˈreɪn/	Lĩnh vực tranh cãi	Has become contested terrain	contested terrain of politics
positivist	adj	/ˈpɒzətɪvɪst/	Theo thuyết thực chứng	Positivist assumptions	positivist approach/philosophy
pluralistic	adj	/ˌplʊərəˈlɪstɪk/	Đa nguyên	Pluralistic frameworks	pluralistic society/approach
hegemonic	adj	/ˌheɡəˈmɒnɪk/	Bá quyền, thống trị	Hegemonic status	hegemonic power/dominance
marginalize	v	/ˈmɑːdʒɪnəlaɪz/	Gạt ra lề, xa lánh	Marginalizing contributions	marginalize groups/voices
Eurocentric	adj	/ˌjʊərəʊˈsentrɪk/	Lấy châu Âu làm trung tâm	Eurocentric narrative	Eurocentric perspective/worldview
foreground	v	/ˈfɔːɡraʊnd/	Đặt lên hàng đầu	By foregrounding these contributions	foreground issues/concerns
democratize	v	/dɪˈmɒkrətaɪz/	Dân chủ hóa	Aim to democratize education	democratize access/knowledge
falsifiability	n	/ˌfɔːlsɪfaɪəˈbɪləti/	Tính có thể bác bỏ	Characterized by falsifiability	principle of falsifiability
essentializing	v	/ɪˈsenʃəlaɪzɪŋ/	Bản chất hóa	Essentializing cultures	avoid essentializing
monolithic	adj	/ˌmɒnəˈlɪθɪk/	Nguyên khối, độc tôn	Treating them as monolithic entities	monolithic structure/system
benchmark	v	/ˈbentʃmɑːk/	So sánh, đối chiếu	Countries benchmarking performance	benchmark against standards
code-switching	n	/kəʊd ˈswɪtʃɪŋ/	Chuyển đổi ngôn ngữ	Code-switching has become common	engage in code-switching
impede	v	/ɪmˈpiːd/	Cản trở	May impede understanding	impede progress/development
trade-off	n	/ˈtreɪd ɒf/	Sự đánh đổi	Represents a trade-off	trade-off between X and Y
instrumental	adj	/ˌɪnstrəˈmentl/	Mang tính công cụ	Instrumental approach	instrumental role/value
fMRI	n	/ˌef em ɑːr ˈaɪ/	Máy chụp cộng hưởng từ	Employing fMRI	fMRI scan/imaging
exacerbate	v	/ɪɡˈzæsəbeɪt/	Làm trầm trọng thêm	Potentially exacerbating inequalities	exacerbate problems/tensions

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Kết Bài

Chủ đề “Cultural differences in approaches to science education” không chỉ phổ biến trong IELTS Reading mà còn phản ánh một thực tế quan trọng trong giáo dục toàn cầu hiện đại. Qua bộ đề thi mẫu với 3 passages và 40 câu hỏi đa dạng, bạn đã được trải nghiệm một bài thi hoàn chỉnh với độ khó tăng dần từ band 5.0-6.5 (Passage 1), 6.0-7.5 (Passage 2), đến 7.0-9.0 (Passage 3).

Bộ đề này cung cấp đầy đủ các dạng câu hỏi thường gặp trong IELTS Reading: True/False/Not Given, Multiple Choice, Matching Information, Summary Completion, và Short-answer Questions. Đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin và cách paraphrase giúp bạn hiểu rõ tư duy làm bài và tránh những sai lầm phổ biến. Hơn 40 từ vựng quan trọng được trình bày trong bảng với phiên âm, nghĩa, ví dụ và collocation sẽ giúp bạn mở rộng vốn từ học thuật một cách có hệ thống.

Để đạt kết quả tốt nhất, hãy làm bài trong điều kiện thi thật (60 phút, không tra từ điển), sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu sâu hơn. Lưu ý rằng việc nắm vững từ vựng và kỹ thuật làm bài là chìa khóa để cải thiện band điểm Reading của bạn. Chúc bạn ôn tập hiệu quả và đạt được mục tiêu IELTS mong muốn!