Science at the supermarket: A comparison of what appears in the popular press, experts' advice to readers, and what students want to know

Public Understanding of Science

Volumn 10, Issue 1, 2001, Pages 37-58

  Zimmerman, Corinne ^a   Bisanz, Gay L ^b   Bisanz, Jeffrey ^c   Klein, Juliette S ^c   Klein, Peter ^c  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b UNIVERSITY OF ALBERTA   (Canada)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038527505     PISSN: 09636625     EISSN: None     Source Type: Journal    
DOI: 10.1088/0963-6625/10/1/303     Document Type: Review

References (87)

1. C. Berkenkotter and T. N. Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power (Hillsdale, NJ: Lawrence Erlbaum, 1995); E. F. Einsiedel, "Framing science and technology in the Canadian press," Public Understanding of Science, 1 (1992): 89-101.
2. C. Berkenkotter and T. N. Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power (Hillsdale, NJ: Lawrence Erlbaum, 1995); E. F. Einsiedel, "Framing science and technology in the Canadian press," Public Understanding of Science, 1 (1992): 89-101.
3. J. V. Mallow, "Reading science," Journal of Reading, 34 (1991): 324-338.
4. H. H. Bauer, Scientific Literacy and the Myth of the Scientific Method (Urbana, IL: University of Illinois Press, 1992).
5. Bauer, Scientific Literacy and the Myth of the Scientific Method; Berkenkotter and Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power.
6. Bauer, Scientific Literacy and the Myth of the Scientific Method; Berkenkotter and Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power.
7. G. E. DeBoer, A History of Ideas in Science Education: Implications for Practice (New York: Teacher's College Press, 1991); R. W. Bybee, Achieving Scientific Literacy: From Purposes to Practices (Portsmouth, NH: Heinemann, 1997).
8. G. E. DeBoer, A History of Ideas in Science Education: Implications for Practice (New York: Teacher's College Press, 1991); R. W. Bybee, Achieving Scientific Literacy: From Purposes to Practices (Portsmouth, NH: Heinemann, 1997).
9. For example, see G. Aikenhead, "Scientific literacy and the twenty-first century," in Understanding Literacy and Cognition: Theory, Research and Applications, eds. C. K. Leong and B. S. Randhawa (New York: Plenum Press, 1989): 245-254; G. DeBoer, A History of Ideas in Science Education; R. Bybee, 1997; E. Jenkins, "Scientific literacy and school science education," School Science Review 71 (1990): 34-51; J. D. Miller, "Scientific literacy: a conceptual and empirical review," Daedalus 112 (1983): 29-48; R. E. Yager and P. Tamir, "STS approach: reasons, intentions, accomplishments, and outcomes," Science Education 77 (1993): 637-658.
10. For example, see G. Aikenhead, "Scientific literacy and the twenty-first century," in Understanding Literacy and Cognition: Theory, Research and Applications, eds. C. K. Leong and B. S. Randhawa (New York: Plenum Press, 1989): 245-254; G. DeBoer, A History of Ideas in Science Education; R. Bybee, 1997; E. Jenkins, "Scientific literacy and school science education," School Science Review 71 (1990): 34-51; J. D. Miller, "Scientific literacy: a conceptual and empirical review," Daedalus 112 (1983): 29-48; R. E. Yager and P. Tamir, "STS approach: reasons, intentions, accomplishments, and outcomes," Science Education 77 (1993): 637-658.
11. For example, see G. Aikenhead, "Scientific literacy and the twenty-first century," in Understanding Literacy and Cognition: Theory, Research and Applications, eds. C. K. Leong and B. S. Randhawa (New York: Plenum Press, 1989): 245-254; G. DeBoer, A History of Ideas in Science Education; R. Bybee, 1997; E. Jenkins, "Scientific literacy and school science education," School Science Review 71 (1990): 34-51; J. D. Miller, "Scientific literacy: a conceptual and empirical review," Daedalus 112 (1983): 29-48; R. E. Yager and P. Tamir, "STS approach: reasons, intentions, accomplishments, and outcomes," Science Education 77 (1993): 637-658.
12. For example, see G. Aikenhead, "Scientific literacy and the twenty-first century," in Understanding Literacy and Cognition: Theory, Research and Applications, eds. C. K. Leong and B. S. Randhawa (New York: Plenum Press, 1989): 245-254; G. DeBoer, A History of Ideas in Science Education; R. Bybee, 1997; E. Jenkins, "Scientific literacy and school science education," School Science Review 71 (1990): 34-51; J. D. Miller, "Scientific literacy: a conceptual and empirical review," Daedalus 112 (1983): 29-48; R. E. Yager and P. Tamir, "STS approach: reasons, intentions, accomplishments, and outcomes," Science Education 77 (1993): 637-658.
13. For example, see G. Aikenhead, "Scientific literacy and the twenty-first century," in Understanding Literacy and Cognition: Theory, Research and Applications, eds. C. K. Leong and B. S. Randhawa (New York: Plenum Press, 1989): 245-254; G. DeBoer, A History of Ideas in Science Education; R. Bybee, 1997; E. Jenkins, "Scientific literacy and school science education," School Science Review 71 (1990): 34-51; J. D. Miller, "Scientific literacy: a conceptual and empirical review," Daedalus 112 (1983): 29-48; R. E. Yager and P. Tamir, "STS approach: reasons, intentions, accomplishments, and outcomes," Science Education 77 (1993): 637-658.
14. For example, see G. Aikenhead, "Scientific literacy and the twenty-first century," in Understanding Literacy and Cognition: Theory, Research and Applications, eds. C. K. Leong and B. S. Randhawa (New York: Plenum Press, 1989): 245-254; G. DeBoer, A History of Ideas in Science Education; R. Bybee, 1997; E. Jenkins, "Scientific literacy and school science education," School Science Review 71 (1990): 34-51; J. D. Miller, "Scientific literacy: a conceptual and empirical review," Daedalus 112 (1983): 29-48; R. E. Yager and P. Tamir, "STS approach: reasons, intentions, accomplishments, and outcomes," Science Education 77 (1993): 637-658.
15. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
16. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
17. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
18. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
19. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
20. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
21. For example, see Michigan Educational Assessment Program, Assessing New Directions in Science: Blueprint for the Michigan Educational Assessment Program in Science Grades 5 and 8 (Lansing, MI: Michigan Department of Education, 1994); S. P. Norris and L. M. Phillips, "Interpreting pragmatic meaning when reading popular reports of science," Journal of Research in Science Teaching 31 (1994): 947-967; H. D. Thier and B. W. Nagle, "Issues, evidence, and you - obtain your own evidence," Proceedings of the International Organization for Science and Technology Education 3 (1997): 372-373; J. M. Bennett, "Students learning science through collaborative discussions on current events in science," paper presented at the annual meeting of the National Association of Research in Science Teaching, Boston, MA, March 1999; R. Millar and J. Osbome, eds., Beyond 2000: Science Education for the Future (London: King's College, 1998); M. Ratcliffe, "Evaluation of abilities in interpreting media reports of scientific research," International Journal of Science Education 21 (1999): 1085-1099; J. Wellington, "Using newspapers in science education," School Science Review 74 (1993): 47-52.
22. L. D. Dierking and L. M. W. Martin, eds., "Informal science education [special issue], Science Education 81 (1997); C. A. Korpan, G. L. Bisanz, J. Bisanz, C. Boehme, and M. A. Lynch, "What did you learn outside of school today?: using structure interviews to document home and community activities related to science and technology," Science Education 81 (1997): 651-662; J. Wellington, "Newspaper science, school science: friends or enemies?" International Journal of Science Education 13 (1991): 363-372.
23. L. D. Dierking and L. M. W. Martin, eds., "Informal science education [special issue], Science Education 81 (1997); C. A. Korpan, G. L. Bisanz, J. Bisanz, C. Boehme, and M. A. Lynch, "What did you learn outside of school today?: using structure interviews to document home and community activities related to science and technology," Science Education 81 (1997): 651-662; J. Wellington, "Newspaper science, school science: friends or enemies?" International Journal of Science Education 13 (1991): 363-372.
24. L. D. Dierking and L. M. W. Martin, eds., "Informal science education [special issue], Science Education 81 (1997); C. A. Korpan, G. L. Bisanz, J. Bisanz, C. Boehme, and M. A. Lynch, "What did you learn outside of school today?: using structure interviews to document home and community activities related to science and technology," Science Education 81 (1997): 651-662; J. Wellington, "Newspaper science, school science: friends or enemies?" International Journal of Science Education 13 (1991): 363-372.
25. B. V. Lewenstein, "A survey of activities in public communication of science and technology in the united states," in When Science Becomes Culture: World Survey of Scientific Culture (Proceedings I), ed. B. Schiele, (Ottawa, ON: University of Ottawa Press, 1994), 119-178; P. H. Tannenbaum, "Communication of scientific information," Science 140 (1963): 579-583. See also the Office on Public Understanding of Science (OPUS) at the National Academy of Sciences website. Retrieved February 28, 2000 from the World Wide Web: http://www4.nas.edu/NAS/opus.nsf/.
26. B. V. Lewenstein, "A survey of activities in public communication of science and technology in the united states," in When Science Becomes Culture: World Survey of Scientific Culture (Proceedings I), ed. B. Schiele, (Ottawa, ON: University of Ottawa Press, 1994), 119-178; P. H. Tannenbaum, "Communication of scientific information," Science 140 (1963): 579-583. See also the Office on Public Understanding of Science (OPUS) at the National Academy of Sciences website. Retrieved February 28, 2000 from the World Wide Web: http://www4.nas.edu/NAS/opus.nsf/.
27. B. V. Lewenstein, "A survey of activities in public communication of science and technology in the united states," in When Science Becomes Culture: World Survey of Scientific Culture (Proceedings I), ed. B. Schiele, (Ottawa, ON: University of Ottawa Press, 1994), 119-178; P. H. Tannenbaum, "Communication of scientific information," Science 140 (1963): 579-583. See also the Office on Public Understanding of Science (OPUS) at the National Academy of Sciences website. Retrieved February 28, 2000 from the World Wide Web: http://www4.nas.edu/NAS/opus.nsf/.
28. T. A. van Dijk and W. Kintsch, Strategies of Discourse Comprehension (New York: Academic Press, 1983).
29. Mallow, "Reading science."
30. Wellington, "Using newspapers in science education."
31. For example, E. Blonz, "Scientific studies: how to handle the hype," Vegetarian Times (March 1995): 83-86, 88-89; "The health headlines," Glamour, January 1993.
32. For example, E. Blonz, "Scientific studies: how to handle the hype," Vegetarian Times (March 1995): 83-86, 88-89; "The health headlines," Glamour, January 1993.
33. E. Singer, "Surveys in the mass media," in Surveying Social Life: Papers in Honor of Herbert H. Hyman, ed. H. J. O'Gorman (Middletown, CT: Wesleyan University Press, 1988), 413-436; C. H. Weiss and E. Singer, Reporting of Social Science in the National Media (New York: Russell Sage Foundation, 1988).
34. E. Singer, "Surveys in the mass media," in Surveying Social Life: Papers in Honor of Herbert H. Hyman, ed. H. J. O'Gorman (Middletown, CT: Wesleyan University Press, 1988), 413-436; C. H. Weiss and E. Singer, Reporting of Social Science in the National Media (New York: Russell Sage Foundation, 1988).
35. Einsiedel, "Framing science and technology in the Canadian press."
36. Einsiedel, "Framing science and technology in the Canadian press;" C. Zimmerman, "Judging the credibility of scientific news briefs: effects of information about social context and methodology," Master's thesis equivalent, University of Alberta, 1996.
37. Einsiedel, "Framing science and technology in the Canadian press;" C. Zimmerman, "Judging the credibility of scientific news briefs: effects of information about social context and methodology," Master's thesis equivalent, University of Alberta, 1996.
38. C. A. Korpan, G. L. Bisanz, T. Dukewich, K. M. Robinson, J. Bisanz, M. H. Thibodeau, K. E. Hubbard, and J. P. Leighton, Assessing Scientific Literacy: A Taxonomy for Classifying Questions and Knowledge about Scientific Research Tech. Report No. 94-1, (Edmonton, Canada: University of Alberta, Centre for Research in Child Development, 1994) (ERIC Doc. Reproduction Service No. ED SE054604).
39. For example, C. A. Korpan, G. L. Bisanz, J. Bisanz, and J. Henderson, "Assessing literacy in science: evaluation of scientific news briefs," Science Education 81 (1997): 515-532; C. Zimmerman, G. L. Bisanz, and J. Bisanz, "Everyday scientific literacy: Do students use information about the social context and methods of research to evaluate news briefs about science?" Alberta Journal of Educational Research 44 (1998): 188-207.
40. For example, C. A. Korpan, G. L. Bisanz, J. Bisanz, and J. Henderson, "Assessing literacy in science: evaluation of scientific news briefs," Science Education 81 (1997): 515-532; C. Zimmerman, G. L. Bisanz, and J. Bisanz, "Everyday scientific literacy: Do students use information about the social context and methods of research to evaluate news briefs about science?" Alberta Journal of Educational Research 44 (1998): 188-207.
41. Korpan et al., Assessing Scientific Literacy: A Taxonomy for Classifying Questions and Knowledge about Scientific Research.
42. Korpan et al., "Assessing literacy in science: evaluation of scientific news briefs."
43. cf. C. R. Wright, "Social surveys and the use of the mass media: the case of the aged," in Surveying Social Life: Papers in Honor of Herbert H. Hyman, ed. H. J. O'Gorman, (Middletown, CT: Wesleyan University Press, 1988), 467-486.
44. Business Library Staff, Boston Public Library, Business Book of Lists: A Ranking of the Biggest, Smallest, and Worst (Detroit, MI: Visible Ink Press, 1991).
45. "Catching a Falling Toronto Star," Financial Times of Canada (11 December 1993): 10.
46. Business Library Staff, Boston Public Library.
47. Because the line between science and non-science is not always distinct, it is important to indicate what types of articles were rejected without further review. Materials not selected included: personal and medical testimonials with no scientific explanation given for the evidence; articles on topics such as social policy or human behavior in which a relation between two or more variables is implied without scientific backing or endorsement (e.g., "I support raising cigarette prices because it reduces smoking"); personal opinions expressed in editorials, letters to the editor, etc., in which the relation between two or more variables is implied without scientific backing or endorsement (e.g., "It is more likely that doctors who perform abortions are in danger from relatives or friends of patients than pro-lifers"); advice on animal care and behavior, personal health, behavioral problems of children and adults, horticulture, finances, etc. (e.g., doctors giving advice on how to combat the common cold); editorialists, advertisers, personal opinion columnists, etc., who use statistics or a conclusion from a study to advance their argument where neither the statistic nor the conclusion are a main focus of the opinion being expressed; simple announcements of research projects funded recently; articles about technological updates of software and computers (e.g., Windows 95 articles); stories about rare occurrences of phenomena (e.g., identical twins with their appendices removed on the same day); natural disasters, weather, and environmental statistics; statistics on economic indicators (e.g., productivity, employment rate, stocks and bonds); sports statistics; mention of minor inventions of convenience (e.g., a better mouse trap or vacuum cleaner); stories about medical miracles; articles about the use of psychics and their effectiveness in criminal investigations; personal testimonies of the efficacy of psychics or about faith healing; and medical descriptions of disease.
48. For information on all four council mandates, see "Social sciences and humanities research council," Selecting a Funding Agency, 1998, retrieved February 28, 2000 from the World Wide Web: http://www.sshrc.ca/english/programinfo/grantsguide/selecting.htm.
49. Korpan et al., Assessing Scientific Literacy: A Taxonomy for Classifying Questions and Knowledge about Scientific Research.
50. Blonz, "Scientific studies: how to handle the hype ;" "The health headlines;" January 1993; "Headlines on the hot seat," Shape (May 1996): 114-117, 155-156, 158; "Miracle drugs or media drugs," Consumer Reports (March 1992): 142-146; C. Banes (Speaker), Quirks and Quarks Commentary (Radio Broadcast), Canadian Broadcasting Corporation, 26 November 1994.
51. Blonz, "Scientific studies: how to handle the hype ;" "The health headlines;" January 1993; "Headlines on the hot seat," Shape (May 1996): 114-117, 155-156, 158; "Miracle drugs or media drugs," Consumer Reports (March 1992): 142-146; C. Banes (Speaker), Quirks and Quarks Commentary (Radio Broadcast), Canadian Broadcasting Corporation, 26 November 1994.
52. Blonz, "Scientific studies: how to handle the hype ;" "The health headlines;" January 1993; "Headlines on the hot seat," Shape (May 1996): 114-117, 155-156, 158; "Miracle drugs or media drugs," Consumer Reports (March 1992): 142-146; C. Banes (Speaker), Quirks and Quarks Commentary (Radio Broadcast), Canadian Broadcasting Corporation, 26 November 1994.
53. Blonz, "Scientific studies: how to handle the hype ;" "The health headlines;" January 1993; "Headlines on the hot seat," Shape (May 1996): 114-117, 155-156, 158; "Miracle drugs or media drugs," Consumer Reports (March 1992): 142-146; C. Banes (Speaker), Quirks and Quarks Commentary (Radio Broadcast), Canadian Broadcasting Corporation, 26 November 1994.
54. Blonz, "Scientific studies: how to handle the hype ;" "The health headlines;" January 1993; "Headlines on the hot seat," Shape (May 1996): 114-117, 155-156, 158; "Miracle drugs or media drugs," Consumer Reports (March 1992): 142-146; C. Banes (Speaker), Quirks and Quarks Commentary (Radio Broadcast), Canadian Broadcasting Corporation, 26 November 1994.
55. Complete details can be found in Korpan et al., "Assessing literacy in science: evaluation of scientific news briefs."
56. Korpan et al., (1997) made a distinction between requests for information for any of the four news briefs and all four of the news briefs. If a student requested a particular type of information for any of the news briefs, it demonstrated that he or she was capable of generating that type of information spontaneously.
57. W. R. Shadish, "The perception and evaluation of quality in science," in Psychology of Science: Contributions to Metascience, eds. B. Gholson, W. Shadish, R. Neimeyer, and A. Houts, (Cambridge, MA: Cambridge University Press, 1989), 383-426.
58. S. P. Norris, "Learning to live with scientific expertise: towards a theory of intellectual communalism for guiding science teaching," Science Education 79 (1995): 201-217.
59. Bauer, Scientific Literacy and the Myth of the Scientific Method.
60. The relatively high rate of requests from students about promoters and detractors (40 percent, Table 4) may be due, in part, to the fact that each of the articles used by Korpan et al., (1997) contained a comment from members of an "independent group" about the importance of the findings. This characteristic of the text may have elicited more requests of this type that would have been the case otherwise.
61. For example, G. A. Hough, News Writing (Boston, MA: Houghton Mifflin, 1980).
62. For example, Miller, "Scientific literacy: a conceptual and empirical review."
63. T. Gray and D. Mill, "Critical abilities, graduate education (biology vs. English), and belief in unsubstantiated phenomena," Canadian Journal of Behavioural Science, 22 (1990): 162-172.
64. Einsiedel, "Framing science and technology in the Canadian press ;" Mallow, "Reading science."
65. Einsiedel, "Framing science and technology in the Canadian press ;" Mallow, "Reading science."
66. For example, B. Koslowski, L. Okagaki, C. Lorenz, and D. Umbach, "When covariation is not enough: the role of causal mechanism, sampling method, and sample size in causal reasoning," Child Development 60 (1989): 1316-1327.
67. "Miracle drugs or media drugs," p. 143.
68. For example, see American Psychological Association, Publication Manual of the American Psychological Association (4th ed.) (Washington, DC: American Psychological Association, 1994); Berkenkotter and Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power.
69. For example, see American Psychological Association, Publication Manual of the American Psychological Association (4th ed.) (Washington, DC: American Psychological Association, 1994); Berkenkotter and Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power.
70. Students in the study by Korpan et al., (1997) were instructed to evaluate the credibility of a conclusion, and so information about the relevance of the reported finding could have been considered unrelated to this judgment. Thus, the number of students who inquired about relevance may underrepresent students' interest in this type of information.
71. T. A. van Dijk, "News schemata." in Studying Writing: Linguistic Approaches, eds. C. Cooper and S. Greenbaum, (Beverly Hills, CA: Sage, 1986) 155-185; For a related approach to popularized media reports about medical research, see K. N. Nwogu, "Structure of science popularizations: a genre-analysis approach to the schema of popularized medical texts," English for Specific Purposes 10 (1991): 111-123.
72. T. A. van Dijk, "News schemata." in Studying Writing: Linguistic Approaches, eds. C. Cooper and S. Greenbaum, (Beverly Hills, CA: Sage, 1986) 155-185; For a related approach to popularized media reports about medical research, see K. N. Nwogu, "Structure of science popularizations: a genre-analysis approach to the schema of popularized medical texts," English for Specific Purposes 10 (1991): 111-123.
73. van Dijk, "News schemata."
74. Korpan et al., Assessing Scientific Literacy: A Taxonomy for Classifying Questions and Knowledge about Scientific Research.
75. P. Conrad, "Use of expertise: sources, quotes, and voice in reporting of genetics in the news," Public Understanding of Science 8 (1999): 285-302.
76. "Catching a Falling Toronto Star."
77. Norris, "Learning to live with scientific expertise: towards a theory of intellectual communalism for guiding science teaching;" DeBoer, A History of Ideas in Science Education: Implications for Practice.
78. Norris, "Learning to live with scientific expertise: towards a theory of intellectual communalism for guiding science teaching;" DeBoer, A History of Ideas in Science Education: Implications for Practice.
79. DeBoer, A History of Ideas in Science Education: Implications for Practice.
80. K. Wright, "When is a scientific breakthrough really news? Reporters still experimenting with formula," The Edmonton Journal (August 1998): A15.
81. Einsiedel, "Framing science and technology in the Canadian press," p. 98.
82. Wright, "When is a scientific breakthrough really news? Reporters still experimenting with formula."
83. For example, see American Psychological Association; C. Bazerman, Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science (Madison, WI: The University of Wisconsin Press, 1988); Berkenkotter and Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power.
84. For example, see American Psychological Association; C. Bazerman, Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science (Madison, WI: The University of Wisconsin Press, 1988); Berkenkotter and Huckin, Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power.
85. For example, DeBoer, A History of Ideas in Science Education: Implications for Practice.
86. See S. P. Norris and L. M. Phillips, "Ought literacy to be found in scientific literacy?" paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, April 1998; Zimmerman et al., "Everyday scientific literacy: Do students use information about the social context and methods of research to evaluate news briefs about science?"
87. See S. P. Norris and L. M. Phillips, "Ought literacy to be found in scientific literacy?" paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, April 1998; Zimmerman et al., "Everyday scientific literacy: Do students use information about the social context and methods of research to evaluate news briefs about science?"