Advertising and science education: a multi-perspective review of the literature

Belova, Nadja; Rundgren, Shu-Nu Chang; Eilks, Ingo

doi:10.1080/03057267.2015.1049444

Cited by 18 publications

(10 citation statements)

References 116 publications

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“…Bencze (2017), and Eilks and his co-workers (e.g. Marks et al, 2014;Belova, Chang Rundgren & Eilks, 2015). For a discussion about approaches to integrate cognitive and affective domains, see e.g.…”

Section: Figure 2 a Didactic Model For Eco-reflexive Didaktik It Ismentioning

confidence: 99%

Didactic Modelling for Socio-Ecojustice

Sjöström¹

2019

JASTE

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In northern Europe and Scandinavia, there is a tradition called Didaktik. It can be seen as both the art of teaching and as the “science for teachers”, helping us teachers answering didactic questions about WHY?, WHAT? and HOW? to teach (and support learning). Many areas of subject-specific Didaktik have in recent decades evolved from mainly practice-based methodology to quite independent research areas. This applies, for example, to the field of science-Didaktik (i.e., Science Education). Part of this field has a special interest in educational activities for socio-ecojustice. For instance, it can include complex issues used in teaching to build bridges across different curriculum subjects, among them STEM-subjects, in support of sustainability, reflexive Bildung and socio-political activism. The focus in this paper is on socalled didactic models and modelling aiming at actions for socio-ecojustice. In particular, the paper presents a model for eco-reflexive Didaktik, an example of a didactic model. Didactic modelling is the name for the processes when didactic models are used and developed, often by researchers in collaboration with practitioners. The didactic model in focus here is based on philosophical ideas and orientations, such as holism, critical realism, egalitarianism, altruism, reconstructionism and critical pedagogy.

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Section: Figure 2 a Didactic Model For Eco-reflexive Didaktik It Ismentioning

confidence: 99%

Didactic Modelling for Socio-Ecojustice

Sjöström¹

2019

JASTE

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“…Un ejemplo de ello es el test C.R.I.T.I.C., en el que se proponen al alumnado distintas preguntas a realizar para analizar la certidumbre de una proposición (analizar el mensaje, el rol e intereses del comunicador, la correspondencia del mensaje con los modelos científicos, la posibilidad de falsar la proposición,...). En experiencias de aula se ha aplicado a la lectura crítica de noticias de prensa o publicidad (Sardà, Márquez y Sanmartí, 2006, Oliveras, Márquez y Sanmartí, 2013, Belova, Chang y Eilks, 2015 y Pseudociencias (Abellán, Rosaleny, Carnicer, Baldoví y Gaita-Ariño, 2014). Varios autores defienden que es importante que el alumnado participe en la evaluación de los criterios de certidumbre (Viau et al, 2006).…”

Section: El Trabajo Con El Análisis Crítico Y La Argumentaciónunclassified

“…Consideramos que la dinámica de participación en el diseño de los criterios de certidumbre ha sido muy positiva y conecta con lo propuesto por otros autores (Viau et al, 2006). Las categorías generadas no habían sido previstas anteriormente a la actividad, pero una vez diseñadas con el alumnado se ha comprobado que sintetizan propuestas de varios autores, relativas a la identificación de aspectos plenamente epistémicos como el Modelo o los Datos (Sardà et al, 2006, Oliveras et al, 2013, Belova et al, 2015) y a la inclusión de aspectos como la Autoridad y los Hábitos (Kolsto, 2001, Muñoz, 2004, Acevedo, 2006, Albe, 2008, Govier, 2010.…”

Section: Valoración De Las Herramientas Didácticas Usadasunclassified

Escalas de certidumbre y balanzas de argumentos. Una experiencia de construcción de marcos epistemológicos para el trabajo con Pseudociencias en secundaria

Domènech-Casal¹

2019

Apice Rev Educ Cient

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Las Pseudociencias son propuestas no basadas en evidencias científicas que se presentan como científicas. En la Enseñanza de las Ciencias, su tratamiento implica aspectos relacionados con la Naturaleza de las Ciencias. Se han elaborado y aplicado con alumnado de 14-15 años dos andamios didácticos para el trabajo con Pseudociencias y el análisis de argumentos en la lectura crítica de textos. Se han analizado el posicionamiento ante Pseudociencias y las capacidades del alumnado para identificar y conferir valor a argumentos. Los resultados indican que el alumnado identifica mejor los argumentos basados en datos y autoridad que los relativos al modelo y tiene dificultades para identificar los relativos a hábitos. Además existe un leve sesgo de género en la aceptación de Pseudociencias que no está relacionado con distintas preferencias en la elección o valoración de distintos tipos de argumentos. Se discuten vías para el trabajo con Pseudociencias desde las aulas de Ciencias.

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“…In the media, advertising plays an important role, since people are exposed daily (in 2006) to more than 5000 ads (Hartnett, 2006). Therefore, the critical analysis of advertising and rational decisions about it are indispensable to citizens (Belova et al, 2015).…”

Section: Introdutionmentioning

confidence: 99%

Language Learning Skills Related Problems in Teaching Turkish as a Foreign Language: The Case of the Intensive Courses of Languages at Theuniversity of Tlemcen, Algeria

Nadera¹

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

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It is recognized that teachers have sought to innovate their methods of presenting content and, today, they have at their disposal a variety of support resources that did not have before. These potentialities have changed the way classes are taught today and the dynamics are, in most cases, different from what existed a few decades ago. Among the resources available for teaching, exhibition of videos in the classroom seems to have very relevant effects, both on students' learning and on their greater involvement in activities. However, this is not always the case and the videos presented by teachers do not have the desired effects on students. Thus, based on the assumption that greater immersion in video activates positive behaviors in classrooms, this study seeks to analyze, through a conceptual model, the antecedents of "Narrative Transportation" (immersion in video). In this sense, a video was presented to 107 students from a degree in Advertising and Public Relations, whose narrative is based on fun. After the presentation of the video, data was collected through the application of a questionnaire. Through a causal relationship model, the research work reveals that, in addition to the structure of the video narrative (Narrative Structure), the variable "Joy" (Fun) acts as one of the antecedents of "Narrative Transportation". These results thus suggest to teachers that the presentation of videos in the classroom, with narratives that involve fun and with clear structures, has benefits in immersing students in the content and narratives presented and in the involvement in the classroom.

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Advertising and science education: a multi-perspective review of the literature

Cited by 18 publications

References 116 publications

Didactic Modelling for Socio-Ecojustice

Didactic Modelling for Socio-Ecojustice

Escalas de certidumbre y balanzas de argumentos. Una experiencia de construcción de marcos epistemológicos para el trabajo con Pseudociencias en secundaria

Language Learning Skills Related Problems in Teaching Turkish as a Foreign Language: The Case of the Intensive Courses of Languages at Theuniversity of Tlemcen, Algeria

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