Promoting science literacy via science journalism: Issues and challenges

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.

Critical reading of science-based news reports: Establishing a knowledge skills and attitudes framework

A recognised aim of science education is to promote critical engagement with science in the media. Evidence would suggest that this is challenging for both teachers and pupils and that at science education does not yet adequately prepare young people for this task. Furthermore, in the absence of clear guidance as to what this means and how this may be achieved it is difficult for teachers to develop approaches and resources that address the matter and that systematically promote such critical engagement within their teaching programmes. Twenty-six individuals with recognised expertise or interest in science in the media, drawn from a range of disciplines and areas of practice, constituted a specialist panel in this study. The question this research sought to answer was ‘what are the elements of knowledge, skill and attitude which underpin critical reading of science based news reports’? During in-depth individual interviews the panel were asked to explore what they considered to be essential elements of knowledge, skills and attitude which people need to enable them to respond critically to news reports with a science component. Analysis of the data revealed fourteen fundamental elements which together contribute to an individual’s capacity to engage critically with science-based news. These are classified in five categories ‘knowledge of science’, ‘knowledge of writing and language’, ‘knowledge about news, newspapers and journalism’, ‘skills’ and ‘attitudes’. Illustrative profiles of each category along with indicators of critical engagement are presented. The implications for curriculum planning and pedagogy are considered.

Software Products for Modelling and Simulation in Materials Science

Models and software products have been developed for modelling, simulation and prediction of different correlations in materials science, including 1. the correlation between processing parameters and properties in titanium alloys and ?-titanium aluminides; 2. time–temperature–transformation (TTT) diagrams for titanium alloys; 3. corrosion resistance of titanium alloys; 4. surface hardness and microhardness profile of nitrocarburised layers; 5. fatigue stress life (S–N) diagrams for Ti–6Al–4V alloys. The programs are based on trained artificial neural networks. For each particular case appropriate combination of inputs and outputs is chosen. Very good performances of the models are achieved. Graphical user interfaces (GUI) are created for easy use of the models. In addition interactive text versions are developed. The models designed are combined and integrated in software package that is built up on a modular fashion. The software products are available in versions for different platforms including Windows 95/98/2000/NT, UNIX and Apple Macintosh. Description of the software products is given, to demonstrate that they are convenient and powerful tools for practical applications in solving various problems in materials science. Examples for optimisation of the alloy compositions, processing parameters and working conditions are illustrated. An option for use of the software in materials selection procedure is described.