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9780335217960 English 0335217966 ""Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers."" School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the 'real world'. Worldwide, those advocating science education reform stress the need to promote 'scientific literacy' among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. "Developing Scientific Literacy" addresses this gap, offering a much-needed framework for teachers wishing to explore 'science in the media' in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people's criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development., Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the 'real world'. Worldwide, those advocating science education reform stress the need to promote 'scientific literacy' among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore 'science in the media' in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people's criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development., Worldwide, those advocating science education reform stress the need to promote 'scientific literacy' among young people. This is considered to include equipping students to engage, critically, with science reports in the media. At present, however, very little guidance exists for those who wish to do so. This book addresses this gap, offering a much-needed framework for tackling the issue in secondary schools and colleges.Drawing on relevant research and development work, Ruth Jarman and Billy McClune discuss key characteristics of science news reporting, explore its potential as a resource for teaching and learning about science, identify appropriate instructional objectives and suggest activities through which these might be achieved. Recognising that media are the focus of study in a number of curricular areas in a school, the potential for collaboration with teachers of other subject areas is explored. This is a timely book which will be particularly useful for students and practicing teachers of science and English / media studies in secondary schools and colleges and for those with responsibilities in initial teacher training and continuing professional development.
9780335217960 English 0335217966 ""Throughout the book, all the ideas, content, suggestions and arguments are supported by in-depth research and solid referencing, making this an authoritative, yet eminently readable, reference volume for current and would-be secondary science teachers."" School Science Review Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the 'real world'. Worldwide, those advocating science education reform stress the need to promote 'scientific literacy' among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. "Developing Scientific Literacy" addresses this gap, offering a much-needed framework for teachers wishing to explore 'science in the media' in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people's criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development., Science-related news stories have great potential as a resource for teaching and learning about science and its impact on society. By demonstrating the relevance of the subject in everyday life, they can form a valuable bridge between the school classroom and the 'real world'. Worldwide, those advocating science education reform stress the need to promote 'scientific literacy' among young people and typically this includes equipping students to critically engage with science reports in the media. However, very little guidance exists for those who wish to do so. Developing Scientific Literacy addresses this gap, offering a much-needed framework for teachers wishing to explore 'science in the media' in secondary schools or colleges. It suggests how teachers across a number of subject areas can collaborate to promote among young people an aptitude and ability to engage thoughtfully with science in the media. Drawing on research and development work, the authors: Describe key characteristics of science news reporting Discuss its potential as a resource for teaching and learning about science and for developing young people's criticality in respect of such reports Identify appropriate instructional objectives and suggest activities through which these might be achieved This timely book is a source of valuable ideas and insights for all secondary science teachers. It will also be of interest to those with responsibilities for initial teacher training and continuing professional development., Worldwide, those advocating science education reform stress the need to promote 'scientific literacy' among young people. This is considered to include equipping students to engage, critically, with science reports in the media. At present, however, very little guidance exists for those who wish to do so. This book addresses this gap, offering a much-needed framework for tackling the issue in secondary schools and colleges.Drawing on relevant research and development work, Ruth Jarman and Billy McClune discuss key characteristics of science news reporting, explore its potential as a resource for teaching and learning about science, identify appropriate instructional objectives and suggest activities through which these might be achieved. Recognising that media are the focus of study in a number of curricular areas in a school, the potential for collaboration with teachers of other subject areas is explored. This is a timely book which will be particularly useful for students and practicing teachers of science and English / media studies in secondary schools and colleges and for those with responsibilities in initial teacher training and continuing professional development.