Science and the Popular Media

Shaw, Donna Gail; Dybdahl, Claudia S.

doi:10.1080/00368120009603564

Cited by 17 publications

(15 citation statements)

References 2 publications

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“…Fife (1999) noted that students tended to read less day by day, and they respond better to visual presentations rather than reading texts. Shaw and Dybdahl (2000) wrote that students learn through informal as well as formal ways. Various studies indicate that learning and teaching processes should be designed to attract students' attention to a greater degree.…”

Section: Discussionmentioning

confidence: 99%

“…Although there have been many science-fiction-based studies in other countries (Barnett & Kafka, 2007;Bixler, 2007;Kirby, 2003;Laprise & Winrich, 2010;Lin, Tsai, Chien, & Chang, 2013;Ontell, 1997;Powell, 2009;Rose, 2003;Segall, 2002;Shaw & Dybdahl, 2000;Yang, 2002), there have been very few in the domestic literature (Acar, 2003;Akbaş, 2011;Balbağ et al, 2012;Buluş Kırıkkaya, İşeri, & Vurkaya, 2009;Ongel-Erdal et al, 2004;Seçkin Kapucu, 2014;Yazıcı & Altıparmak, 2010). Brake and Thornton (2003) establish an interaction between science-fiction films and society in their study.…”

Section: Science-fiction Moviesmentioning

confidence: 99%

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The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

2017

EDUC SCI-THEOR PRACT

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This study aims to determine the impact of science-fiction movies on science teacher candidates' selfefficacy perceptions of their scientific literacy. A mixed methodology was used in the study, which was conducted in the classes of Natural Sciences and Society with a total of 20 second-year teacher candidates from the department of primary education science teaching at a public university in Istanbul during the spring semester of the 2012-2013 academic year, over five weeks; 10 science-fiction movies were watched by these students in this period. Data were collected using a survey designed to capture self-efficacy perception of scientific and technological literacy that was composed of a 33-item instrument, with a 5-point Likert scale for responses to each item, and seven interview questions. The research data were assessed using the t-test for dependent samples, the descriptive statistics technique found in SPSS, and the descriptive analysis method, a qualitative method. The results show that science-fiction movies had a positive impact on the teacher candidates' self-efficacy perceptions of their scientific literacy. Furthermore, teacher candidates rated themselves "moderately capable" in 17 items in response to the survey instrument in the pre-implementation period, but this figure decreased to five following the implementation period.

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Section: Discussionmentioning

confidence: 99%

Section: Science-fiction Moviesmentioning

confidence: 99%

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

2017

EDUC SCI-THEOR PRACT

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“…Em um artigo anterior (PIASSI, 2013), apresentamos um levantamento de trabalhos (BORGWALD; SCHREINER, 1993;BRAKE;THORNTON, 2003;DARK, 2005;DUBECK;TATLOW, 1998;DUBCEK et al, 1990DUBCEK et al, , 1993FRAKNOI, 2003;FREUDENRICH, 2000;MARTÍN-DÍAZ et al, 1992;NAUMAN;SHAW, 1994;DYBDAHL, 2000;SOUTHWORTH, 1987) que defendem o uso da ficção científica no ensino de ciências; e discutimos, a partir de alguns teóricos críticos do gênero, sua relação com o conhecimento científico no que se refere aos possíveis desdobramentos educacionais. No presente trabalho, nossa preocupação maior é fundamentar as razões para a presença da ficção científica nas diversas modalidades de educação em ciências, em função de suas potencialidades problematizadoras.…”

Section: Especificidades Da Ficção Científica Na Educação Em Ciênciasunclassified

“…Alguém poderia propor, como de fato fazem, o uso dos desenhos animados ou, então, de anúncios de propaganda na educação em ciências, usando exatamente os mesmos quatro argumentos empregados para justificar o uso da ficção Piassi, L. P. C. científica. Um exemplo é o trabalho das professoras Donna Shaw e Claudia Dybdahl (SHAW; DYBDAHL, 2000), em que propõem, além da ficção científica, o uso de produtos de mídia como: jornais, desenhos animados e propagandas televisivas. Consideramos que tais propostas podem, efetivamente, contribuir na educação científica.…”

Section: Especificidades Da Ficção Científica Na Educação Em Ciênciasunclassified

A ficção científica como elemento de problematização na educação em ciências

Piassi

2015

Ciênc. educ. (Bauru)

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Resumo: Neste trabalho pretendemos mostrar que a ficção científica pode ser trazida para o contexto da educação científica para discutir a ciência em perspectiva ampla, oferecendo conexões com o contexto social e possíveis futuros imagináveis. Para isso, realizamos um apanhado das razões dadas por autores para o uso didático do gênero, e questionamos a visão de que se trata de um simples elemento motivador de interesse. Procuramos abordar a questão do interesse trazendo as contribuições teóricas de Georges Snyders e de Paulo Freire, e, depois, apresentar a visão dos críticos especializados em ficção científica. Finalmente, articulamos ambas as perspectivas, procurando mostrar como a ficção científica possui características que justificam sua presença nas atividades educativas de ciências, com sentido efetivamente motivador, não como artifício para angariar a simpatia dos estudantes por ciência, e sim porque é capaz de apresentar questões significativas sobre as quais todos gostaríamos de nos debruçar.Palavras-chave: Ficção científica. Educação em ciências. Crítica literária. Pedagogia crítica. Abstract:In this work we intend to show that science fiction could be brought to science education to discuss science in a broad perspective, providing connections to the social context and to possible imaginable futures. For that, we made a list of reasons given by authors for the didactic use of the genre and wondered about the vision that it is a simple matter of stimulating students' interests. We tried approach the question of interest by bringing theoretical contributions from Georges Snyders and Paulo Freire, thereafter presenting the view of specialized science fiction scholars. Finally, we articulated both perspectives by showing how science fiction has features that justify its presence in science didactic activities, which have an effective sense of motivation, not as an artifice to gather sympathy from students toward science, but by being able to present meaningful questions about what all of us would like to approach.

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“…One of these can be summarized as "Understanding reports and discussions of science that appear in the popular media" (DeBoer, 2000). It is a goal that has led many to recommend the use of newspaper articles as a resource in the science classroom (Flores & Tobin, 2003;Ford, 1998;Hanna, 1998;Hoots, 1991;McClune & Jarman, 2000;Middleton, 1990;Morvillo & Brooks, 1995;Shaw & Dybdahl, 2000;Wellington, 1993;Wellington & Osborne, 2001). The way that science is reported in the media certainly has implications for the relationship between literacy and scientific literacy.…”

Section: Understanding Science In the Mediamentioning

confidence: 99%

Reviewing Newspaper Articles as a Technique for Enhancing the Scientific Literacy of Student‐teachers

Elliott

2006

International Journal of Science Education

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The ability to understand and evaluate news reporting of science is often cited as an attribute of a scientifically literate person. This work reports on an attempt to develop such attributes in a group of 19 student-teachers. They were introduced to a review technique designed to help them evaluate newspaper representation of science and engage more effectively in a course dealing with biotechnology and associated socio-scientific issues. The work they produced was examined for a range of evidence, and this showed that they were able to comment effectively on issues such as the newsworthiness of stories, bias in reporting, and the portrayal of science and scientists. Questionnaire responses indicated that the technique helped them to think about the media reporting of science in ways that were new to them. They believed school-age students would benefit from a similar technique, and its use in schools is seen as highly desirable.

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Science and the Popular Media

Cited by 17 publications

References 2 publications

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

A ficção científica como elemento de problematização na educação em ciências

Reviewing Newspaper Articles as a Technique for Enhancing the Scientific Literacy of Student‐teachers

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