Science in media: An important aspect to be included to enhance civic scientific literacy
2013 (English)Conference paper, Abstract (Refereed)
How to create a meaningful science education platform for all citizens, and to achieve the goal of scientific literacy, has been a long-standing debate internationally. To date, ‘science for all’ and ‘science for future scientists’ describe science curricula for two different target groups, students who expect to pursue further studies and students who will not continue to study science, of which the latter constitute the majority in the society. The way science education is organized with those two target groups in mind can be connected to the two different ‘visions’ of science education. According to Douglas Roberts, in science education related to ‘vision one,’ the academic subject gives the structure and content of school science teaching. A ‘vision two’ related science teaching generally structures the school science around societal issues in which science knowledge plays an important role. However, the questions of how to create a meaningful ‘science education for all’ linking to society must be addressed. After school, media become one of the main sources for the majority of citizens to access science information. Hence, the importance of conducting research on ‘science in media,’ which can give input to science education in school, has been noticed. In this paper, we focus on discussing civic scientific literacy (related to ‘science for all’ or ‘vision two’) through the aspect of media. Based on our three-year (2009-2011) experiences and research outcomes from SLiM (Scientific Literacy in Media) project in Taiwan (1034 participants) and Sweden (117 participants), the following questions are addressed and reflected in this paper. Implications for science education and research are also discussed.
- Why is ‘science in media’ important to be included in civic scientific literacy?
- What ‘science’ is included in media?
- How can we embed ‘science in media’ in science education?
- Should we have a ‘uniform’ scientific literacy globally?
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:su:diva-93660OAI: oai:DiVA.org:su-93660DiVA: diva2:647647
ESERA (European Science Education Research Association) conference. Sept. 2-7 2013, Nicosia/Cyprus