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Reading an article: Difference between revisions
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SimonKnight (talk | contribs) (added learning objectives) |
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|age=Depends on articles selected (likely to be 14-19 from links below) | |age=Depends on articles selected (likely to be 14-19 from links below) | ||
|title= Reading an article | |title= Reading an article | ||
|content=Using articles (see links below), encourage students to move beyond textbook learning, to think about science communication in various contexts, and expand their own knowledge. | |content=Using articles (see links below), encourage students to move beyond textbook learning, to think about science communication in various contexts, and expand their own knowledge. Articles obtained could be used in various different ways. Encouraging reading articles offers opportunities to: | ||
Articles obtained could be used in various different ways. Encouraging reading articles offers opportunities to: | |||
* discuss scientific communication - particularly in popular format, use of images, article structure, importance of explaining terms and so on. | * discuss scientific communication - particularly in popular format, use of images, article structure, importance of explaining terms and so on. | ||
* compare and contrast articles on the same topic - the MMR jab, and climate change offer good examples here where the popular media, science writing for the lay public (e.g. from bloggers and NHS 'behind the headlines'), and academic work has been written in different ways, with varying messages. | * compare and contrast articles on the same topic - the MMR jab, and climate change offer good examples here where the popular media, science writing for the lay public (e.g. from bloggers and NHS 'behind the headlines'), and academic work has been written in different ways, with varying messages. | ||
* Instigate some discussion of peer review, and the process of publishing in science, including the structure of academic articles | * Instigate some discussion of peer review, and the process of publishing in science, including the structure of academic articles | ||
* Encourage students to think about writing their own articles on science | * Encourage students to think about writing their own articles on science | ||
Teachers could collect together relevant articles in tagged collections to encourage pupils to read these on a regular basis (e.g. an old collection of psychology links on Delicious [http://delicious.com/sjgknight/psychology here]) | |||
|format= | |||
|strategy=The resource relates to the importance of: | |||
* Scientific literacy | |||
* Science citizenship - understanding science in its context | |||
* Literacy - understanding the role of different media in dissemination | |||
* Scientific understanding of particular concepts chosen. | |||
|Learning Objectives=Depending on the style of activity chosen, as some potential learning outcomes by the end of the session students should be able to:<br />• Discuss the various media for science communication and distinguish between academic, and non-academic articles<br />• Identify ways to write academic work in an accessible format and style<br />• Understand some of the differences in aims for scientific writing - and the impact of this, for example peer review v. selling papers. | |Learning Objectives=Depending on the style of activity chosen, as some potential learning outcomes by the end of the session students should be able to:<br />• Discuss the various media for science communication and distinguish between academic, and non-academic articles<br />• Identify ways to write academic work in an accessible format and style<br />• Understand some of the differences in aims for scientific writing - and the impact of this, for example peer review v. selling papers. | ||
|additional resources= | |additional resources= | ||
