Jarman, R., & McClune, B. (2010). Developing students’ ability to engage critically with science in the news: Identifying elements of the ‘media awareness’ dimension. The Curriculum Journal, 21(1), 47-64.
The authors of this quantitative empirical research article explored the ways in which educators can promote scientific literacy in the classroom through strategies using media awareness skills. They focused on the use of science-related news stories as a means of engaging students in scientific awareness and an ability to interpret these messages critically.
Three phases of this study were conducted, each with a different population of participants. In the first two phases, experts in science and media and a teacher expert panel consisting of science and English teachers were interviewed to collect information on ways in which science-related news would allow for development and student growth in the areas of scientific and media literacy. In the last phase, these teachers were asked to choose a goal to implement in the classroom relating to students’ engagement with scientific information in the news. The authors concluded that teachers saw their students interacting critically with science information found in the media through use of media awareness skills. They also suggested that educators require additional knowledge and training in order to effectively promote scientific literacy in the classroom through the use of media.
The authors suggested the usefulness of collaboration and cross-curricular units of study when incorporating media awareness into lesson plans. Educators can give students the tools necessary to critically examine science in the media through the use of science- related news, which leads to productive learning experiences in the classroom. By providing the framework for effective questioning, educators can help students interpret media messages by thinking critically about where the message is coming from, what their motivations might be, and different perceptions people might have about this message in relation to the scientific world.
The authors of this quantitative empirical research article explored the ways in which educators can promote scientific literacy in the classroom through strategies using media awareness skills. They focused on the use of science-related news stories as a means of engaging students in scientific awareness and an ability to interpret these messages critically.
Three phases of this study were conducted, each with a different population of participants. In the first two phases, experts in science and media and a teacher expert panel consisting of science and English teachers were interviewed to collect information on ways in which science-related news would allow for development and student growth in the areas of scientific and media literacy. In the last phase, these teachers were asked to choose a goal to implement in the classroom relating to students’ engagement with scientific information in the news. The authors concluded that teachers saw their students interacting critically with science information found in the media through use of media awareness skills. They also suggested that educators require additional knowledge and training in order to effectively promote scientific literacy in the classroom through the use of media.
The authors suggested the usefulness of collaboration and cross-curricular units of study when incorporating media awareness into lesson plans. Educators can give students the tools necessary to critically examine science in the media through the use of science- related news, which leads to productive learning experiences in the classroom. By providing the framework for effective questioning, educators can help students interpret media messages by thinking critically about where the message is coming from, what their motivations might be, and different perceptions people might have about this message in relation to the scientific world.