Critical Reading of Science‐Based News Reports: Establishing a knowledge, skills and attitudes framework

McClune, Billy; Jarman, Ruth

doi:10.1080/09500690902777402

Cited by 64 publications

(38 citation statements)

References 13 publications

(6 reference statements)

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“…For example, Anders and Amanda interpret the media reports in totally different ways, despite the fact that they refer to the same reports. This result is in line with the suggestions from McClune and Jarman (2010) who suggests that a ''media awareness'' must be considered in science education in the future. To be scientific literate will include being media literate, to understand how media functions.…”

Section: Discussionsupporting

confidence: 80%

To vaccinate or not to vaccinate: how teenagers justified their decision

Lundström

Ekborg

Ideland

2012

Cult Stud of Sci Educ

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This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1-4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire-or actually, the school science repertoire-how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students' daily life.

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Section: Discussionsupporting

confidence: 80%

To vaccinate or not to vaccinate: how teenagers justified their decision

Lundström

Ekborg

Ideland

2012

Cult Stud of Sci Educ

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“…Contemporary case studies also provide NOS‐teaching opportunities (Dimopoulos & Koulaidis, 2003; Elliot, 2006; Hodson, Kwan, & Yung, 2008; Jarman & McClune, 2007; McClune & Jarman, 2010; Wellington, 1991; Wong, Hodson, Kwan, & Yung, 2008). Indeed, a case‐based approach has been adopted in a few special courses (Millar, 2000) and several textbooks (at the secondary level: Leonard, Penick, & Speziale, 1998/2008, and American Chemical Society, 2006; and at the college level: Postlethwait & Hopson, 2003, and Schwartz et al, 1997; although not always permeated with explicit NOS reflection).…”

Section: From Assessing To Teaching Againmentioning

confidence: 99%

Evaluating knowledge of the nature of (whole) science

2011

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I profile here a prospective method for assessing nature of science (NOS) knowledge, as an alternative to VNOS and similar approaches. Questions about cases in contemporary news and from history probe scientific literacy in context. Scoring targets how “well informed” the analysis is, based on identifying relevant NOS information and interpreting its import appropriately. The assessment shifts focus from declarative statements to functional (or interpretive) analysis. It also entails reframing current NOS characterizations from selective lists of tenets to the multiple dimensions shaping reliability in scientific practice, from the experimental to the social—namely, to Whole Science. This approach underscores the role of reflective student inquiry and historical and contemporary cases in NOS instruction. © 2011 Wiley Periodicals, Inc. Sci Ed 95: 518–542, 2011

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“…So newspaper articles cannot be the sole source of material for teaching NOS. In addition, students must already have a basic understanding of NOS (or “knowledge of science”) to critically engage with science in the media (Elliott, ; McClune & Jarman, ). Still, working with newspaper articles can make students aware of some other aspects of NOS, such as the uncertainty of “science‐in‐the‐making” and the role of experts in discussing science and technology in society (Kolstø, ; McClune & Jarman, ).…”

Section: Background: Research On Approaches To Nos Educationmentioning

confidence: 99%

“…That is, large amounts of knowledge about science would be needed. That is, the aim of functional scientific literacy (or SSCC) forms the context for NOS education (see also Allchin, 2011;Gormally, Brickman, & Lutz, 2011;Kolstø, 2001;McClune & Jarman, 2010).…”

Section: The Context For Characterizing Nos In the Classroommentioning

confidence: 99%

Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice

2014

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Research has now demonstrated that students can learn nature of science concepts variously through student‐led investigations, contemporary cases, and historical cases. Here we articulate more precisely the merits, deficits, and context of each approach and begin to profile how to integrate them as complementary methods. Emphasis now needs to shift to the needs of practicing teachers and the detailed strategies and modes of assessment that make each method effective and manageable in a classroom and institutional context.

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Critical Reading of Science‐Based News Reports: Establishing a knowledge, skills and attitudes framework

Cited by 64 publications

References 13 publications

To vaccinate or not to vaccinate: how teenagers justified their decision

To vaccinate or not to vaccinate: how teenagers justified their decision

Evaluating knowledge of the nature of (whole) science

Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice

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