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

Abstract

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.