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.727-752 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Critical Reading; News Reporting; Science Education; Curriculum Development; Scientific Literacy; Interviews; Expertise; Writing (Composition); Journalism; Skills; Personality Traits; Self Esteem; Expectation; Foreign Countries; Canada; Ireland; United Kingdom; United States + Suchen Sie Ihr Suchwort? Kritisches Lesen; News report; Reportage; Naturwissenschaftliche Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Expert appraisal; Schreibübung; Journalistik; Journalismus; Skill; Fertigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-esteem; Selbstaufmerksamkeit; Expectancy; Erwartung; Ausland; Kanada; Irland; Großbritannien; USA
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 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 14 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. (Contains 7 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10