Young Adolescents' Intentional Use of Science News

Tsai, Pei Ying; Chang, Wen Hua; Chen, Sufen; Chang, Huey Por

doi:10.1080/21548455.2013.817027

Cited by 5 publications

(6 citation statements)

References 43 publications

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“…Relying on misleading and unsubstantiated claims may thus adversely affect individual health and lead to unnecessary use of health care resources. Several studies have reported that adolescents lack abilities in judging the trustworthiness and scientific soundness of claims [ 5 , 11 , 12 ], and this deficiency continues during higher education and adulthood [ 13 ]. Critical appraisal skills are crucial to enable adolescents to distinguish reliable from unreliable claims.…”

Section: Introductionmentioning

confidence: 99%

Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review

et al. 2016

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Background and ObjectiveAdolescents are frequent media users who access health claims from various sources. The plethora of conflicting, pseudo-scientific, and often misleading health claims in popular media makes critical appraisal of health claims an essential ability. Schools play an important role in educating youth to critically appraise health claims. The objective of this systematic review was to evaluate the effects of school-based educational interventions for enhancing adolescents’ abilities in critically appraising health claims.MethodsWe searched MEDLINE, Embase, PsycINFO, AMED, Cinahl, Teachers Reference Centre, LISTA, ERIC, Sociological Abstracts, Social Services Abstracts, The Cochrane Library, Science Citation Index Expanded, Social Sciences Citation Index, and sources of grey literature. Studies that evaluated school-based educational interventions to improve adolescents’ critical appraisal ability for health claims through advancing the students’ knowledge about science were included. Eligible study designs were randomised and non-randomised controlled trials, and interrupted time series. Two authors independently selected studies, extracted data, and assessed risk of bias in included studies. Due to heterogeneity in interventions and inadequate reporting of results, we performed a descriptive synthesis of studies. We used GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) to assess the certainty of the evidence.ResultsEight studies were included: two compared different teaching modalities, while the others compared educational interventions to instruction as usual. Studies mostly reported positive short-term effects on critical appraisal-related knowledge and skills in favour of the educational interventions. However, the certainty of the evidence for all comparisons and outcomes was very low.ConclusionEducational interventions in schools may have beneficial short-term effects on knowledge and skills relevant to the critical appraisal of health claims. The small number of studies, their heterogeneity, and the predominantly high risk of bias inhibit any firm conclusions about their effects. None of the studies evaluated any long-term effects of interventions. Future intervention studies should adhere to high methodological standards, target a wider variety of school-based settings, and include a process evaluation.Systematic Review RegistrationPROSPERO no. CRD42015017936.

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Section: Introductionmentioning

confidence: 99%

Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review

et al. 2016

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“…Regarding differences between boys and girls and between students with/without LD in terms of the level of their science learning preferences, we proposed Hypothesis 2: The level of science learning preferences will differ by gender and whether students have or do not have LD (with/without). Previous studies found that girls prefer agency support (Fredricks et al, 2018) and guided and structured learning (Salminen et al, 2012); collaboration and teamwork (Asterhan et al, 2012;Meece et al, 2006;Miller et al, 2006); and learning in the context of real-world, everyday life issues (Lin et al, 2012;Tsai et al, 2013). Therefore, we assumed that of the four learning preferences modalities (i.e., visual, auditory, sensorimotor, and agency support) examined in this study, girls' most preferred learning modality would be agency support, including intrapersonal and interpersonal support.…”

Section: Research Questions and Hypothesesmentioning

confidence: 98%

“…Effective learning strategies for boys include project-based education that facilitates hands-on, kinesthetic learning; use of graphics, pictures, and storyboards (Gurian & Stevens, 2010); competitive learning opportunities; game-based learning; offering choices to study topics that appeal to them (Gurian & Stevens, 2010;Hawley & Reichert, 2010;King & Gurian, 2006;Stevens, 2006); and participation in critical discourse (Asterhan et al, 2012). Recommended teaching and learning methods (e.g., agency support, Fredricks et al, 2018) that may be particularly appropriate for girls include the provision of a guided and structured learning approach beforehand (Salminen et al, 2012); collaboration and teamwork (Asterhan et al, 2012;Meece et al, 2006;Miller et al, 2006); inclusion of real-world issues such as science news reports (Tsai et al, 2013); and learning in the context of everyday life (Lin et al, 2012).…”

Section: Gender Differences and Science Learning Preferencesmentioning

confidence: 99%

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

Aloni,

Zion,

Spektor-Levy

2024

Instr Sci

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Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

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“…Widiana and Wardani (2017) stated that teaching materials that contain knowledge, attitudes, and skills that are manifested in written and verbal forms used in learning make students able to master basic competencies in their entirety to improve learning achievement. Pei-Ying Tsai, et al (2013) Science knowledge for critical reading of science news enhances cognitive learning. In addition, from a cognitive aspect, linking science knowledge with critical reading of science news can increase the capacity for understanding and application.…”

Section: Effectiveness Of News-based Teaching Materials On the Cognit...mentioning

confidence: 99%

Effectiveness of a Teaching Material: News-Based Teaching of Mount Ungaran

Nuryani,

Rahayuningsih,

Irsadi

et al. 2023

J Bio Bio Edu

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The news-based teaching is a teaching material that contains news integrated with the results of exploring the biodiversity on Mount Ungaran for high school students in Biology subject. Teaching materials were prepared based on the results of the needs analysis. Early observation of High School 12 Semarang students showed that Biology learning sources were still insufficient to achieve basic competence. This study aimed to develop valid news-based teaching material of Mount Ungaran Biodiversity using the research and development (RD) method for effective cognitive, psychomotor, and affective learning outcomes. The research method subjected the students of High School 12 Semarang to explore the biodiversity news of Mount Ungaran on the websites. Also, the students searched the information from Research Development (RD). The results showed that (1) news-based teaching material on Mount Ungaran biodiversity was valid and appropriate as a learning source (96%), (2) and it was effective to improve the students’ cognitive, psychomotor, and affective learning outcomes of biodiversity topic.

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Young Adolescents' Intentional Use of Science News

Cited by 5 publications

References 43 publications

Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review

Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

Effectiveness of a Teaching Material: News-Based Teaching of Mount Ungaran

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