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Cultural Studies of Science Education

Erschienen in:

27.01.2016 | Original Paper

Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

verfasst von: Martin Storksdieck

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2016

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Abstract

Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners’ 21st century skills.

Vorheriger Artikel Scientific media education in the classroom and beyond: a research agenda for the next decade

Nächster Artikel Re-authoring research conversations: beyond epistemological differences and toward transformative experience for researchers and educators

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Titel: Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education
verfasst von: Martin Storksdieck
Publikationsdatum: 27.01.2016
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 1/2016
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-015-9714-4

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