Abstract
Science journalism is the source of much of the science an individual will encounter beyond formal education. Science-based media reports, which might have been associated with informal education, are increasingly becoming incorporated into formal school contexts. Unlike science textbooks, the science reported in the news is often tentative and sometimes contested. It can involve difficult socio-scientific issues. Descriptors of ‘science literacy’ generally include reading and responding critically to media reports of science. The challenge of using science-based news effectively encourages teachers to reassess their knowledge and pedagogical practices.
In addition to creating interest in science and making links beyond the classroom, news media can be used to introduce pupils to elements of science enquiry and teachers can promote basic literacy and critical reading skills through systematic and imaginative use of media reports with a science component.
This chapter explores the knowledge, skills and attitudes that underpin the use of science journalism in the classroom. The unique characteristics and constraints of science journalism that influence the way science is presented and perceived are considered, and the importance of media awareness as a foundation for critical reading of science news is argued. Finally the characteristics of teaching programmes to support critical engagement with science-based media reports are outlined and the opportunities for cross-curricular initiatives highlighted.
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McClune, B., Jarman, R. (2014). Promoting Science Literacy via Science Journalism: Issues and Challenges. In: Tan Wee Hin, L., Subramaniam, R. (eds) Communicating Science to the Public. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9097-0_1
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DOI: https://doi.org/10.1007/978-94-017-9097-0_1
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