Examining the nexus of science communication and science education: A content analysis of genetics news articles

Nicole A. Shea

Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and science education research. This study presents findings from an inductive content analysis of genetics news articles from the New York Times’ science section. The analysis sought to characterize the genetic content knowledge anticipated as necessary to reason about featured issues. From the analysis, it is anticipated that individuals need detailed knowledge of molecular mechanisms in order to reason about such issues. Implications for supporting students’ scientific literacy in terms of the nexus of science communication and science education is discussed.

Link

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s