Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework.

Autor/inn/en	McClune, Billy; Jarman, Ruth
Titel	Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework.
Quelle	In: International journal of science education, 32 (2010) 6, S. 727-752Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1464-5289
DOI	10.1080/09500690902777402
URN	urn:nbn:de:0168-ssoar-241255
Schlagwörter	Curriculum
Abstract	A recognised aim of science education is to promote critical engagement with science in the media. Evidence would suggest that this is challenging for both teachers and pupils and that at science education does not yet adequately prepare young people for this task. Furthermore, in the absence of clear guidance as to what this means and how this may be achieved it is difficult for teachers to develop approaches and resources that address the matter and that systematically promote such critical engagement within their teaching programmes. Twenty-six individuals with recognised expertise or interest in science in the media, drawn from a range of disciplines and areas of practice, constituted a specialist panel in this study. The question this research sought to answer was 'what are the elements of knowledge, skill and attitude which underpin critical reading of science based news reports'? During in-depth individual interviews the panel were asked to explore what they considered to be essential elements of knowledge, skills and attitude which people need to enable them to respond critically to news reports with a science component. Analysis of the data revealed fourteen fundamental elements which together contribute to an individual's capacity to engage critically with science-based news. These are classified in five categories 'knowledge of science', 'knowledge of writing and language', 'knowledge about news, newspapers and journalism', 'skills' and 'attitudes'. Illustrative profiles of each category along with indicators of critical engagement are presented. The implications for curriculum planning and pedagogy are considered.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2021/1