Developing students’ ability to engage critically with science in the news: identifying elements of the ‘media awareness’ dimension

Worldwide, science education reform movements are stressing the need to promote ‘scienti?c literacy’ among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date, been a dearth of research-informed advice to assist science teachers as they identify appropriate instructional objectives in this regard and design relevant learning activities through which these might be achieved. In this study, prominent science communication
scholars, science journalists, science educators and media educators were interviewed to determine what knowledge, skills and habits of mind they judged valuable for individuals reading science-related news stories. Teachers of science and of English from nine secondary schools in Northern Ireland addressed the same issue. A striking – and signi?cant – ?nding of the study was the very substantial number of statements of knowledge, skill and disposition o?ered by participants that relate to ‘media awareness’, an issue largely overlooked in the science education literature. The school-focused phase of the research suggests that cross-curricular approaches involving teachers of science collaborating with those of English/media education or media studies may best serve to address this important curricular goal.

Uses of expertise:Sources, quotes, and voice in the reporting of genetics in the news

Science journalists call upon experts for background and for clarification and comment on scientific findings. This paper examines how science writers choose and use experts, and it focuses on several cases of reporting about genetics and behavior. Our research included two sources of data: interviews with 15 science reporters and three print media samples of coverage of genetics and behavior - alcoholism (between 1980-1995), homosexuality (in 1993 and 1995), and mental illness (between 1970-1995). Science reporters seek relevant and specific experts for nearly every story. Good sources are knowledgeable, are connected to prestigious institutions, are direct and articulate and don't overqualify statements, and they return phone calls. The mean number of experts quoted was 2.8 per story, differing for alcoholism (3.5), homosexuality (2.8), and mental illness (2.6). Researchers and scientists predominated among experts quoted. Quotes were used to provide context, give legitimization, as explication, to provide a kind of balance, and to outline implications. For the homosexuality sample, a significantly greater percentage of activists and advocates were quoted (21 percent compared with 5 percent and 1 percent in other samples, X <0.0001). "Lay" quotes for alcoholism and mental illness were minimal. Except for homosexuality, whose advocates are organized, those "affected" do not have a voice in genetics news stories.

Encouraging and equipping students to engage critically with science in the news: what can we learn from the literature?

Many educational reforms have as one of their key goals the promotion of scientific literacy and they encourage engagement with science in the news as one aspect of this. The research indicates teachers using the news do so for a variety of reasons, sometimes with tangential links to the promotion of scientific literacy. Demonstrating the relevance of science to the world beyond the classroom or making links to socio-scientific issues and promoting discussion on ethical dilemmas are all seen as potential reasons for engaging with science–related news. However, media related issues are often not addressed. Increasingly the need for a more comprehensive approach, including, for example, teaching about media awareness in the context of science reporting, is highlighted. The steady growth of literature describing the use of science-related news along with research studies charting students’ responses to science news media has stimulated discussion and study of pedagogical issues and prompted this review. Key literature relevant to students’ engagement with science-related news reports has been contextualised and reviewed to identify core issues for teachers, teacher educators and curriculum planners. These are listed under the headings of curriculum, pedagogy and assessment, the implications are considered and directions for further research suggested.

Constructing the 'gay gene' in the news:Optimism and skepticism in the US and British press

In the 1990s the discovery of a 'gay gene' was widely reported in the news media, often as front-page stories. Focusing on the print media presentation of Dean Hamer's 1993 and 1995 scientific papers reporting finding a genetic marker for homosexuality, we examine how these studies were framed in a selected sample of US and British newspapers and news magazines. We found disparate constructions of the 'gay gene' in each press culture. The US press reported Hamer's study as good science and treated it with 'cautious optimism' while the British press reported the research as 'the perils of the gay gene.' We discuss how these studies received such widespread attention and the sources and implications of the variant images of the 'gay gene' in the news.

Genetic optimism:Framing genes and mental illness in the news

Over the past two decades the pace and specificity of discoveries associating genetics with mental illness has accelerated, which is reflected in an increase in news coverage about the genetics of mental disorder. The news media is a major source of public understanding of genetics and a strong influence on public discourse. This paper examines the news coverage of genetics and mental illness (i.e., bipolar illness and schizophrenia) over a 25 year period, emphasizing the peak period of 1987-1994. Using a sample of 110 news stories from 5 major American newspapers and 3 news magazines, we identify the frame of "genetic optimism" which dominated the reporting of genetics and mental illness beginning in the mid-1980s. The structure of the frame is comprised of 3 elements: a gene for the disorder exists; it will be found; and it will be good. New discoveries of genes were announced with great fanfare, but the most promising claims could not be replicated or were retracted in short order. Despite these disconfirmations, genetic optimism persisted in subsequent news stories. While the scientific accuracy of the gene stories is high, the genetic optimism frame distorts some of the findings, misrepresents and reifies the impact of genes on mental disorder, and leaves no space for critics or an examination of potential negative impacts. The stances of reporters, scientists and editors may all in different ways contribute to the perpetuation of genetic optimism. Genetic optimism presents an overly sanguine picture of the state of genetics; as we enter the genetic age it is important to balance the extraneous "hype and hope" contained in news stories of genetics and mental illness.

The direction of media influence: Real-estate news and the stock market

This paper uses a novel identification strategy to test the influence of news media on the stock market. Because the stock market does not impact the media coverage of the housing market, a relationship between real-estate news and shares of companies engaged in the housing market is attributable media influence. I find that the content of reporting exhibits a significant relationship with stock returns, and the amount of news with the number of trades. These relationships exist even after controlling for known risk factors, housing market performance and intra-week correlation. This finding is consistent with the function of the media as a source of information and sentiment in financial markets.

REporting and calibration of post-bomb C-14 data

The definitive paper by Stuiver and Polach (1977) established the conventions for reporting of 14C data for chronological and geophysical studies based on the radioactive decay of 14C in the sample since the year of sample death or formation. Several ways of reporting 14C activity levels relative to a standard were also established, but no specific instructions were given for reporting nuclear weapons testing (post-bomb) 14C levels in samples. Because the use of post-bomb 14C is becoming more prevalent in forensics, biology, and geosciences, a convention needs to be adopted. We advocate the use of fraction modern with a new symbol F14C to prevent confusion with the previously used Fm, which may or may not have been fractionation corrected. We also discuss the calibration of post-bomb 14C samples and the available datasets and compilations, but do not give a recommendation for a particular dataset.