Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!

Research output: Contribution to conferenceAbstract

Abstract

Social media channels today are major (sometimes sole) sources of information for people. The escalating amount and access of science news stories is clearly significant for science education, as is the numbers of “fake science” reports. This creates challenges for school science, but also opens new opportunities. This paper offers starting points for future development of science preservice teacher education.
Media distortions of science have a long-term problem for science education, for example we briefly consider 1980s secondary school students’ views of fake science prominent at that time. Our prime focus is on contemporary secondary science preservice teachers’ views about/ experiences with sourcing and using science news stories during school placements. In 2018, 47 preservice teachers completed an online survey. Almost half had observed or taught with science news stories on placement, but only 3 observed critiquing of a science
news story. They were interested in why we are all susceptible to making quick decisions about news headlines. Preservice teachers strongly advocated the use of science news stories in teaching but also wanted to be more up to date about the issues, especially if they are controversial, and ways to help both them and their students to critique the stories.
Link to RISE paper:
Fensham, P. (1972). Prior knowledge: A source of negative factors for subsequent learning. Research in Science Education, 2, 50-57.
Original languageEnglish
Pages32-33
Number of pages2
Publication statusPublished - 2019
EventAustralasian Science Education Research Association Conference 2019 - Crowne Plaza Queenstown, Queenstown, New Zealand
Duration: 2 Jul 20195 Jul 2019
Conference number: 50th
https://www.asera.org.au/2019-conference

Conference

ConferenceAustralasian Science Education Research Association Conference 2019
Abbreviated titleASERA 2019
CountryNew Zealand
CityQueenstown
Period2/07/195/07/19
Internet address

Keywords

  • science news stories
  • science education
  • science preservice teacher education

Cite this

Marangio, K., & Gunstone, R. (2019). Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!. 32-33. Abstract from Australasian Science Education Research Association Conference 2019, Queenstown, New Zealand.
Marangio, Karen ; Gunstone, Richard. / Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!. Abstract from Australasian Science Education Research Association Conference 2019, Queenstown, New Zealand.2 p.
@conference{fef075a394f749f0873302b401bf5931,
title = "Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!",
abstract = "Social media channels today are major (sometimes sole) sources of information for people. The escalating amount and access of science news stories is clearly significant for science education, as is the numbers of “fake science” reports. This creates challenges for school science, but also opens new opportunities. This paper offers starting points for future development of science preservice teacher education.Media distortions of science have a long-term problem for science education, for example we briefly consider 1980s secondary school students’ views of fake science prominent at that time. Our prime focus is on contemporary secondary science preservice teachers’ views about/ experiences with sourcing and using science news stories during school placements. In 2018, 47 preservice teachers completed an online survey. Almost half had observed or taught with science news stories on placement, but only 3 observed critiquing of a sciencenews story. They were interested in why we are all susceptible to making quick decisions about news headlines. Preservice teachers strongly advocated the use of science news stories in teaching but also wanted to be more up to date about the issues, especially if they are controversial, and ways to help both them and their students to critique the stories.Link to RISE paper:Fensham, P. (1972). Prior knowledge: A source of negative factors for subsequent learning. Research in Science Education, 2, 50-57.",
keywords = "science news stories, science education, science preservice teacher education",
author = "Karen Marangio and Richard Gunstone",
year = "2019",
language = "English",
pages = "32--33",
note = "Australasian Science Education Research Association Conference 2019, ASERA 2019 ; Conference date: 02-07-2019 Through 05-07-2019",
url = "https://www.asera.org.au/2019-conference",

}

Marangio, K & Gunstone, R 2019, 'Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!' Australasian Science Education Research Association Conference 2019, Queenstown, New Zealand, 2/07/19 - 5/07/19, pp. 32-33.

Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education! / Marangio, Karen; Gunstone, Richard.

2019. 32-33 Abstract from Australasian Science Education Research Association Conference 2019, Queenstown, New Zealand.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!

AU - Marangio, Karen

AU - Gunstone, Richard

PY - 2019

Y1 - 2019

N2 - Social media channels today are major (sometimes sole) sources of information for people. The escalating amount and access of science news stories is clearly significant for science education, as is the numbers of “fake science” reports. This creates challenges for school science, but also opens new opportunities. This paper offers starting points for future development of science preservice teacher education.Media distortions of science have a long-term problem for science education, for example we briefly consider 1980s secondary school students’ views of fake science prominent at that time. Our prime focus is on contemporary secondary science preservice teachers’ views about/ experiences with sourcing and using science news stories during school placements. In 2018, 47 preservice teachers completed an online survey. Almost half had observed or taught with science news stories on placement, but only 3 observed critiquing of a sciencenews story. They were interested in why we are all susceptible to making quick decisions about news headlines. Preservice teachers strongly advocated the use of science news stories in teaching but also wanted to be more up to date about the issues, especially if they are controversial, and ways to help both them and their students to critique the stories.Link to RISE paper:Fensham, P. (1972). Prior knowledge: A source of negative factors for subsequent learning. Research in Science Education, 2, 50-57.

AB - Social media channels today are major (sometimes sole) sources of information for people. The escalating amount and access of science news stories is clearly significant for science education, as is the numbers of “fake science” reports. This creates challenges for school science, but also opens new opportunities. This paper offers starting points for future development of science preservice teacher education.Media distortions of science have a long-term problem for science education, for example we briefly consider 1980s secondary school students’ views of fake science prominent at that time. Our prime focus is on contemporary secondary science preservice teachers’ views about/ experiences with sourcing and using science news stories during school placements. In 2018, 47 preservice teachers completed an online survey. Almost half had observed or taught with science news stories on placement, but only 3 observed critiquing of a sciencenews story. They were interested in why we are all susceptible to making quick decisions about news headlines. Preservice teachers strongly advocated the use of science news stories in teaching but also wanted to be more up to date about the issues, especially if they are controversial, and ways to help both them and their students to critique the stories.Link to RISE paper:Fensham, P. (1972). Prior knowledge: A source of negative factors for subsequent learning. Research in Science Education, 2, 50-57.

KW - science news stories

KW - science education

KW - science preservice teacher education

UR - https://www.asera.org.au/conferences/2019-conference/conference-2019-program

M3 - Abstract

SP - 32

EP - 33

ER -

Marangio K, Gunstone R. Science news stories in the media – old issues, new challenges and new opportunities for science preservice teacher education!. 2019. Abstract from Australasian Science Education Research Association Conference 2019, Queenstown, New Zealand.