As citizens, we rely on the news media for information on topics at the forefront of science and medicine. In addition to the traditional news outlets of TV, newspapers, magazines, and radio, the internet provides a multitude of other information sources in the form of websites, blogs, chatrooms, and Facebook. How should we critically evaluate the science news that we read, see, and hear across a range of sources with widely varying degrees of credibility? This presentation describes a collaboration between a science educator, a science journalist, and an expert in critical thinking to use media articles as a resource to develop students’ scientific literacy. We focused on a general education course for non-science majors, which enrolled students majoring in the humanities, arts, social sciences, education, and business. The science journalist provided students with insights into the strategies that journalists use to communicate complex scientific and medical topics to the general public. We developed an exercise that showed students how to access the primary research literature on which a news report was based. Students used these methods to analyze and critique a recent media report of their own choosing, which was presented as a group capstone project. To provide formative and summative assessment of our project, we developed a series of critical-thinking questions based on media reports, which were used for homework, exams, and in-class activities. Our presentation will conclude with reflections on how the news media can be a valuable component of science education that develops our students’ capacities as informed citizens.<br/>

Developing scientific literacy through analysis of news reports

255th National Meeting (2018)

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