Equipping young people to engage with media driven science experiences: beyond science knowledge to science literacy and discerning consumers of news.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper reports on a study of a curricular intervention for pupils (age 10-13 years) in the UK aimed at supporting critical engagement with science based media reports. In particular the study focused on core elements of knowledge, skills and attitudes identified in previous studies that characterize critical consumers of science presented as news. This was an empirical study based on classroom observation. Data included responses from individual pupils, in addition video recording of group activity and intentional conversations between pupils and teachers were scrutinised. Analysis focused on core tasks relating to different elements of critical reading. Pupils demonstrated a grasp of questioning and evaluating text, however the capacity to translate this experience in support of a critical response to a media report with a science component is limited in assessing the credibility of text and as an element in critical reading.
Original languageEnglish
Title of host publicationNARST
Publication statusPublished - 17 Apr 2016
EventToward Equity and Justice: Many Different Voices, Cultures, and Languages in Science Education Research for Quality Science Learning and Teaching: NARST - Renaissance Baltimore Harborplace Hotel, Baltimore, MD, United States
Duration: 14 Apr 201617 Jun 2016
https://www.narst.org/annualconference/2016conference.cfm (Link to Conference details online)

Conference

ConferenceToward Equity and Justice: Many Different Voices, Cultures, and Languages in Science Education Research for Quality Science Learning and Teaching
CountryUnited States
CityBaltimore, MD
Period14/04/201617/06/2016
Internet address

Bibliographical note

Presenter

Keywords

  • Science literacy, Media presented science, school science teaching

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