Evaluation of abilities in interpreting media reports of scientific research

Ratcliffe, Mary

doi:10.1080/095006999290200

Cited by 57 publications

(38 citation statements)

References 14 publications

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“…This article's results probably suggest that most of the responding students of both categories have not learned what to request for -either during upper secondary education, or during their respective health science college education. International science education research has shown that many pupils and students find it difficult to evaluate media reports of science research, scientifically, probably because they have not been taught much about the "nature of science" (Norris & Phillips, 1994;Phillips & Norris, 1999;Ratcliffe, 1999). Intrinsic to the knowledge of the nature of science is knowledge about the content and structure that feature scientific publications (Korpan et al, 1997), of which the explored 1NA trained students and 2B+3BI-immersed students did not seem to have acquired, substantially.…”

Section: Critical Evaluation Of Highly Scientific Deficient Health Nementioning

confidence: 99%

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Pettersen

2005

NorDiNa

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Sverre Pettersen was a laboratory researcher in the field of coronary heart diseases before he in 1992 became an associate professor at Akershus University College, Lillestrøm, where he teaches biological sciences for nursing students, as well as being supervisor for students attending the college's master programme. He has also taught biology, chemistry and mathematics in Norwegian upper secondary school for 12 years. From the year of 2000 he has followed the doctoral programme in science education at the Institute of teacher training and school development, University of Oslo. In his present research project, he mainly explores the "status" of science and scientific knowledge among students and teachers of Norwegian health sciences. AbstractBy definition, complementary alternative medicine (CAM) treatments are not scientifically proven. Scientific deficient health claiming news seems to flourish in the media. The aims of this questionnaire study was to explore: (1) attitudes towards CAM among 3 rd year students of the health sciences in Norway, who either have immersed themselves in the 2 nd and 3 rd year upper secondary biology courses, or taken the 1 st year compulsory natural science course, exclusively, and (2) these students' skills in requesting for scientific information in highly deficient health news briefs. There were no significant differences in the frequencies of positive attitude towards the use of CAM treatments between the two health sciences student categories, and most students in both categories "failed" in the test set out to measure their skills in requesting for scientific information in four highly scientific deficient health news briefs. The results suggest that teaching of the Norwegian upper secondary biology courses does probably not contribute extensively to pupils' development of scepticism towards CAM, and skills in evaluating health claims, scientifically. [62] 2/05 engage in or think about science (Kuhn, 2001). Intrinsic to epistemic understanding is knowledge of the criteria by which scientific knowledge is evaluated. Such criteria include plausible causal mechanisms, parsimony, consistency with observed data, and consistency with current theories (Lederman, 1992).

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Section: Critical Evaluation Of Highly Scientific Deficient Health Nementioning

confidence: 99%

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Pettersen

2005

NorDiNa

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“…(Dawson & Schibeci, 2003). Çünkü araştırmacılar (Ratcliffe, 1999;Millar & Osborne, 1999): 1. Gelecekte bilgiye dayalı kararlar verebilmeleri için öğrencilerin biyoteknolojideki sosyal ve biyoetik yorumları değerlendirme ortamına ihtiyacı olduğunu, 2.…”

Section: Literatür öZetiunclassified

Ortaokul Öğrenci̇leri̇nde Bi̇yoeti̇k Farkindaliği

Tepekuyu¹,

Topsakal²

2016

IJAEDU

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Bioethics attached biology and outcomes rose by the technological advances occurring in the field of science in ethical and social plane. There are many different developments about bioethics with the changing technology. These developments in society pose dilemmas about how to make a decision. Day by day there are emerging new things so people deal with situations which they have never met. Also these developments must be transferred to the field of Education. Science curriculum is prepared according to science-society-environment; also bioethics subjects are important for science education because they are related with society and science. Students mostly encounter new problems and these cause to dilemmas. They should solve the dilemmas and make decisions. Therefore purpose of this paper is to find out primary education students" awareness of bioethics subjects. This study is a research that deals with 7th grade students. The sample of the study is 23 students (10 male and 13 female). The data of the study were obtained in 2015. In this study qualitative research method is used. A survey instrument that includes 8 open-ended questions was applied to see students" knowledge about bioethics. The data was treated by qualitative data analysis -open coding. According to students" answers in the test, most of them do not know anything about bioethics subjects, so they have lack of knowledge about this topic. Bioethics subjects should be included in the science curriculum because nowadays biological and technological developments require having ideas about these subjects.The topics of bioethics attract students" interest and they wonder about the topics. Students want to learn the topics at the scenarios because in their future life they will encounter these situations.

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“…De maktet heller ikke å integrere egen kunnskap med tekstenes innhold. I en liknende studie fant Ratcliffe (1999) at de fleste av 120 elever i ulike aldre (11-35 år) vurderte grad av sikkerhet riktig når teksten signaliserte at en påstand var sikker, men at flere tilla usikre påstander større sikkerhet enn teksten gav grunnlag for. I en annen slik studie fant Norris og Phillips (1994) at under halvparten av elever på 12. trinn mestret oppgaver som krevde kontekstualisert tolkning, og mange av elevene tilla påstander større grad av sikkerhet enn det forfatteren signaliserte.…”

Section: Hva Vet VI Om Elevenes Lesekompetanse?unclassified

Vektlegging av lesing i naturfaget. Del 1: Vil den nye norske læreplanen i naturfag øke elevenes lesekompetanse?

Kolstø

2012

NorDiNa

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In the Norwegian curriculum reform, coined "Kunnskapsløftet," reading is introduced as one of five basic skills to be emphasised in all subjects, including science. Due to the presence of science-related information and debate in society, competence in reading scientific texts should be considered an important aspect of scientific literacy. In this article I review literature which indicates that many students find it hard to read scientific texts, many science teachers are not aware of the importance of teaching students to read in science, and reading instruction is not common in school science. I therefore present an examination of the emphasis on reading in the new Norwegian science curriculum. Based on the analysis I conclude that, contrary to the intension in the curriculum reform, reading has not received the necessary emphasis to change this picture. Hvorfor er lesing i naturfag viktig?Kritisk lesing og vurdering av naturfaglig informasjon er tema i laereplaner i naturfagene i alle nordiske land. I den nye norske laereplanreformen 'Kunnskapsløftet" er å kunne lese, skrive, uttrykke seg muntlig og bruke digitale hjelpemidler vektlagt som grunnleggende ferdigheter som skal vektlegges i alle fagplaner. Lesing som tema i naturfag har derfor fått en aktualisering i Norge som gjør det nødvendig å diskutere hvilken status leseopplaering har i naturfaget.

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Evaluation of abilities in interpreting media reports of scientific research

Cited by 57 publications

References 14 publications

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Ortaokul Öğrenci̇leri̇nde Bi̇yoeti̇k Farkindaliği

Vektlegging av lesing i naturfaget. Del 1: Vil den nye norske læreplanen i naturfag øke elevenes lesekompetanse?

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