From Aspiration to Action: A Learning Intentions Model to Promote Critical Engagement with Science in the Print-Based Media

Autor/inn/en	McClune, Billy; Jarman, Ruth
Titel	From Aspiration to Action: A Learning Intentions Model to Promote Critical Engagement with Science in the Print-Based Media
Quelle	In: Research in Science Education, 41 (2011) 5, S.691-710 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-010-9186-1
Schlagwörter	Curriculum Development; Models; Science Education; Science Instruction; Foreign Countries; Difficulty Level; Interdisciplinary Approach; Science Programs; Cooperation; United Kingdom + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Schwierigkeitsgrad; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Co-operation; Kooperation; Großbritannien
Abstract	Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media could play an important role in promoting informed participation in the public debate about issues relating to science, technology and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited. This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of study designed to achieve this end-result. Teachers' views of knowledge, skills and attitudes required to engage critically with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities for interdisciplinary collaboration and illustrates the developmental nature of the topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10