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Fostering Undergraduates' Socioscientific Reasoning Skills Through Media Analysis
Fostering Undergraduates' Socioscientific Reasoning Skills Through Media Analysis
Detailed Information
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152029
- ISBN
- 9798384027782
- DDC
- 370
- 저자명
- Liu, Conghui.
- 서명/저자
- Fostering Undergraduates Socioscientific Reasoning Skills Through Media Analysis
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 157 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Buck, Gayle A.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Developing scientific literacy, which involves applying scientific knowledge to solve real-world problems, is a primary goal in science education. Socioscientific Issue (SSI) provides students opportunities to reason through authentic and complex scientific dilemmas that reflect real-world issues, thus fostering a deeper understanding of scientific concepts and their relevance to society. With the fast development of internet technology, mass media significantly influences how students perceive and navigate SSIs. While mass media has been integrated into SSI-based instruction, research on its effective implementation is still limited. Thus, this collaborative action research study investigates the effectiveness of media analysis as a pedagogical tool in fostering students' Socioscientific reasoning (SSR) skills within SSI-based instruction. The study involved six media analysis activities, incorporated into various sections of a scientific inquiry course covering environmental science topics. A mixed-method approach was used to analyze data from surveys, class observations, instructor journals, and student artifacts collected over the semester. The study highlights the importance of situating media analysis in the SSI-based instruction framework design, particularly the careful selection of SSI topics and the provision of effective scaffolding. The findings revealed how different types of media affect students' SSR development, including their comprehension of complex scientific issues, their ability to take multiple perspectives, and their development in skepticism and ongoing inquiry. The research also highlights an imbalance in the development of the four dimensions of SSR among undergraduates. It suggests broadening the use of media analysis in diverse educational contexts and creating specific media analysis protocols to effectively address the challenges presented by mass media and disinformation, thus enhancing the development of SSR competencies.
- 일반주제명
- Education
- 일반주제명
- Science education
- 일반주제명
- Higher education
- 키워드
- Media analysis
- 키워드
- Undergraduate
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152029
■006m o d
■007cr#unu||||||||
■020 ▼a9798384027782
■035 ▼a(MiAaPQ)AAI31333847
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aLiu, Conghui.▼0(orcid)0000-0002-3218-4460
■24510▼aFostering Undergraduates' Socioscientific Reasoning Skills Through Media Analysis
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a157 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Buck, Gayle A.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aDeveloping scientific literacy, which involves applying scientific knowledge to solve real-world problems, is a primary goal in science education. Socioscientific Issue (SSI) provides students opportunities to reason through authentic and complex scientific dilemmas that reflect real-world issues, thus fostering a deeper understanding of scientific concepts and their relevance to society. With the fast development of internet technology, mass media significantly influences how students perceive and navigate SSIs. While mass media has been integrated into SSI-based instruction, research on its effective implementation is still limited. Thus, this collaborative action research study investigates the effectiveness of media analysis as a pedagogical tool in fostering students' Socioscientific reasoning (SSR) skills within SSI-based instruction. The study involved six media analysis activities, incorporated into various sections of a scientific inquiry course covering environmental science topics. A mixed-method approach was used to analyze data from surveys, class observations, instructor journals, and student artifacts collected over the semester. The study highlights the importance of situating media analysis in the SSI-based instruction framework design, particularly the careful selection of SSI topics and the provision of effective scaffolding. The findings revealed how different types of media affect students' SSR development, including their comprehension of complex scientific issues, their ability to take multiple perspectives, and their development in skepticism and ongoing inquiry. The research also highlights an imbalance in the development of the four dimensions of SSR among undergraduates. It suggests broadening the use of media analysis in diverse educational contexts and creating specific media analysis protocols to effectively address the challenges presented by mass media and disinformation, thus enhancing the development of SSR competencies.
■590 ▼aSchool code: 0093.
■650 4▼aEducation
■650 4▼aScience education
■650 4▼aHigher education
■650 4▼aHigher education administration
■653 ▼aMedia analysis
■653 ▼aSocioscientific reasoning
■653 ▼aMixed-method approach
■653 ▼aUndergraduate
■653 ▼aSocioscientific Issue
■690 ▼a0515
■690 ▼a0714
■690 ▼a0745
■690 ▼a0446
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162580▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
