Article

Abstract

• In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also complement practices of scientists that already have been incorporated into science education. We describe and illustrate science journalism practices for educational activities that can be adapted and used. We argue that such experiences enable students to better use science information for personal decision-making and help them contribute meaningfully to public discourse long after high school graduation. Finally, we describe the design of a learning environment that facilitates research and development based on this model.

Creator

• Polman, Joseph L.
• Farrar, Cathy
• Newman, Alan
• Saul, E. Wendy

Date Issued

• 2014-08-18

Academic Affiliation

• School of Education

Journal Title

• Science Education

Journal Issue/Number

• 5

Journal Volume

• 98

File Extent

• 766-791

Subject

• curriculum
• practices
• journalism
• science literacy
• learning

Last Modified

• 2020-03-09

Resource Type

• Article

Rights Statement

• In Copyright

DOI

•  https://doi.org/10.1002/sce.21114

ISSN

• 1098-237X

Language

• English [eng]

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