Students’ Attitudes to Information in the Press: Critical Reading of a Newspaper Article With Scientific Content

Oliveras, Begoña; Márquez, Conxita; Sanmartí, Neus

doi:10.1007/s11165-013-9397-3

Cited by 15 publications

(9 citation statements)

References 56 publications

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“…Elements mentioned by participants include: (1) "some scientific knowledge", (2) "considering the possibility that information can be incorrect", and (3) "questioning the primary and secondary sources". The elements mentioned by the university students corroborate those suggested by several scholars (Belova and Eilks 2016;McClune andJarman 2010, 2011;Oliveras et al 2013Oliveras et al , 2014. It is interesting to note that students mentioned these elements by themselves, however, we cannot assert that our TLS was effective just because they did so.…”

Section: Results Relating To Undergraduates' Engagement In the Small-supporting

confidence: 83%

“…In science education, critical reading is considered a branch of critical thinking (Lin 2014;McClune 2017;McClune and Jarman 2011;Oliveras et al 2014). In other words, providing students with opportunities to become aware of the importance of reading critically texts with scientific content contributes to promoting their awareness of the importance of thinking critically.…”

Section: Scientific Media Literacymentioning

confidence: 99%

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Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Archila¹,

Molina²,

Mejía³

2019

Rev_Eureka_ensen_divulg_cienc

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Being aware of the importance of thinking critically about wrong scientific information presented in news articles is an important form of scientific media literacy. However, little is known about how undergraduates evaluate wrong scientific information presented in news articles. This article discusses the effect of a teaching-learning sequence (TLS) in promoting students' awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles. It examines the written and oral arguments produced by 141 university students (73 females and 68 males, 16-22 years old) in Colombia during a complete TLS supervised by the same instructor. The data used in this analysis was collected from students' written responses, and audio and video recordings. The first aim of this investigation was to provide evidence of how undergraduates evaluate wrong scientific information presented in news articles when purposely no definition of misleading information is given. The second was to assess the effectiveness of the TLS in promoting students' awareness of the importance of thinking critically about wrong scientific information presented in news articles. The findings show that not all participants perceived misleading information in the same way, and students usually overestimate the truth or certainty that can be attributed to scientific information communicated in news articles.

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Section: Results Relating To Undergraduates' Engagement In the Small-supporting

confidence: 83%

Section: Scientific Media Literacymentioning

confidence: 99%

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Archila¹,

Molina²,

Mejía³

2019

Rev_Eureka_ensen_divulg_cienc

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“…Barnet & Berdau [2] provide specific criteria that a critical reader must be able to (1) determine the topic; (2) determine the author's argument; and (3) interpreting the texts connected with other texts. Critical reading can be used for the journalistic field [8], the field of literature. Thus, critical reading does not only stand on one text, but multi-text.…”

Section: Critical Readingmentioning

confidence: 99%

Effectiveness Learning of Critical Reading Using Susiso Model

Hariyati¹,

Ahmadi²

2019

Proceedings of the 2nd Workshop on Language, Literature and Society for Education

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This study aims to describe the application of the Susiso critical reading model at the Akademi Farmasi Surabaya. This research uses quantitative methods and uses quasi experiments. The research data is in the form of critical reading scores. Critical reading scores were obtained from tests in the A1-16 and A3-16 classes of the Akademi Farmasi Surabaya. Based on the results of the study, it was concluded that the application of the Susiso model had a significant effect on critical reading of the A3-16 class at the 0.05 significance level. Based on the summary of the data, it is known that the results of the covariance analysis of the test data for the difference in the initial grade scores of A3-16 and A1-16 classes obtained a significance level (Sig) of 0.029. Furthermore, the influence of the differences between the two groups towards the final test obtained a significance level (Sig) of 0.035. The results of the analysis show that Sig <0.05. The effect of the initial test on the final test has a significance level (Sig) of 0.015. The results of the analysis also showed that Sig <0.05.

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“…Dessa forma, os jornais se tornam boas alternativas para a ligação entre a escola e o dia a dia de alunos. Para Oliveras et al (2014), uma implicação didática é que, quando se trabalha com textos em sala de aula, além de buscar as informações relevantes que os alunos possuem, também deve haver uma discussão em classe.…”

Section: Fonte: Dados Da Pesquisaunclassified

Inserção do tema educação em recursos hídricos por meio de jornais impressos

Menezes

2019

REnCiMa

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A inserção de discussões voltadas a problemas ambientais sinaliza a necessidade da contextualização desse tema, direcionando-o a novas abordagens. Afim de propiciar discussões sobre o contexto no âmbito educacional, o presente trabalho realizou mediações com estudantes do Ensino Fundamental II acerca do uso e gerenciamento dos recursos hídricos. Assim este trabalho propõe os seguintes objetivos: i) desenvolver atividade de diálogo sobre a inclusão do tema Educação em Recursos Hídricos junto a professores e estudantes dentro de uma metodologia participativa e ii) analisar as dificuldades dos alunos e professores na leitura crítica da ciência, em relação a conteúdos sobre recursos hídricos, definidos na literatura de jornais impressos. O trabalho foi do tipo qualitativo, desenvolvido com 150 alunos, em diferentes escolas públicas de Brasília. Em um primeiro momento, foi construído módulos de trabalho com diversas reportagens de jornais impressos sobre o tema. Após definição dos módulos, cada turma foi separada em 3 grupos no qual foram feitos a leitura pelos estudantes. Após a leitura os alunos produziram um texto no qual expressavam as diferentes opiniões sobre o tema. Diante das discussões sobre o tema observou-se que, os estudantes da rede de ensino básico não compreendem informações relativos a gestão de recursos hídricos e suas implicações sociais e ambientais, embora acompanhe diariamente pelos canais de comunicação impressos e digitais debates sobre o tema. O uso de jornais como forma de intervenção nas aulas de ciências permitiu aos alunos a discussão de novos conhecimentos sobre uso e gerenciamento dos recursos hídricos, conhecimentos estes que não faziam parte de seu contexto. Por consequência, este trabalho colaborou para orientar os estudantes quanto à importância de uma gestão sustentável dos recursos hídricos, ampliando o conhecimento sobre a temática, fomentando o processo de enino-aprendizagem nas aulas de Ciências.

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Students’ Attitudes to Information in the Press: Critical Reading of a Newspaper Article With Scientific Content

Cited by 15 publications

References 56 publications

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Effectiveness Learning of Critical Reading Using Susiso Model

Inserção do tema educação em recursos hídricos por meio de jornais impressos

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