Science Teachers' Use of Mass Media to Address Socio-Scientific and Sustainability Issues

Autor/inn/en	Klosterman, Michelle L.; Sadler, Troy D.; Brown, Julie
Titel	Science Teachers' Use of Mass Media to Address Socio-Scientific and Sustainability Issues
Quelle	In: Research in Science Education, 42 (2012) 1, S.51-74 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9256-z
Schlagwörter	Scientific Principles; Science Teachers; Media Literacy; Sustainable Development; Mass Media Use; Teaching Methods; Secondary School Teachers; Science Education; Science Instruction; Science and Society; Secondary School Science; Environmental Education + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Media skills; Medie competence; Medienkompetenz; Nachhaltige Entwicklung; Mediennutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues; however, without a lens on how those media are created and how representations of science are constructed through media, the use of mass media in the science classroom may be risky. Limited research has explored how science teachers naturally use mass media to explore scientific issues in the classroom or how mass media is used to address potential overlaps between socio-scientific-issue based instruction and education for sustainability. This naturalistic study investigated the reported and actual classroom uses of mass media by secondary science teachers' to explore socio-scientific and sustainability issues as well as the extent to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability, and media literacy education. The results of this study suggest that secondary science teachers use mass media to explore socio-scientific and sustainability issues, but their use of frameworks aligned with SSI-based, education for sustainability, and media literacy education was limited. This paper provides suggestions for how we, as science educators and researchers, can advance a teaching and learning agenda for encouraging instruction that more fully utilizes the potential of mass media to explore socio-scientific issues in line with perspectives from education for sustainability. (Contains 7 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10