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A Functional Conceptualization of Un...

Anderson, Megan M.

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A Functional Conceptualization of Understanding Science in the News.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Functional Conceptualization of Understanding Science in the News./
Author:	Anderson, Megan M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 73-12, Section: A.
Contained By:	Dissertations Abstracts International73-12A.
Subject:	Journalism. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3509546
ISBN:	9781267360953

A Functional Conceptualization of Understanding Science in the News.
Anderson, Megan M.

A Functional Conceptualization of Understanding Science in the News. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 129 p.

Source: Dissertations Abstracts International, Volume: 73-12, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2012.

This item must not be sold to any third party vendors.

The idea that the public should have the capacity for understanding science in the news has been embraced by scientists, educators, and policymakers alike. An oft-cited goal of contemporary science education, in fact, is to enhance students' understanding of science in the news. But what exactly does it mean to understand science in the news? Surprisingly few have asked this question, or considered the significance of its answer. This dissertation steps away from issues of science teaching and learning to examine the nature of understanding science in the news itself. My work consolidates past scholarship from the multiple fields concerned with the relationship between science and society to produce a theoretical model of understanding science in the news as a complex, multidimensional process that involves an understanding of science as well as journalism. This thesis begins by exploring the relationship between the understanding implicit in understanding science in the news and understanding science. Many assume these two ways of knowing are one in the same. To rebut this assumption, I examine the types of knowledge necessary for understanding science and understanding science in the news. I then use the literature devoted to scientific literacy to show how past research has imagined the knowledge necessary to understand science in the news. Next, I argue that one of the principle difficulties with these conceptualizations is that they define science in the news in essentially the same terms as science. They also, I suggest, oversimplify how and why public interacts with science in the news. This dissertation concludes with a proposal for one way we might think about understanding science in the news on its own terms rather than those of understanding science. This dissertation attempts to connect two fields of research that rarely intersect, despite their multiple common interests: science education and mass communication. It considers the notion of understanding science in the news in light of the principles of each, rather than maintaining their distinction.

ISBN: 9781267360953Subjects--Topical Terms:

576107
Journalism.
Subjects--Index Terms:

Science communication

A Functional Conceptualization of Understanding Science in the News.
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500 $a Source: Dissertations Abstracts International, Volume: 73-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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520 $a The idea that the public should have the capacity for understanding science in the news has been embraced by scientists, educators, and policymakers alike. An oft-cited goal of contemporary science education, in fact, is to enhance students' understanding of science in the news. But what exactly does it mean to understand science in the news? Surprisingly few have asked this question, or considered the significance of its answer. This dissertation steps away from issues of science teaching and learning to examine the nature of understanding science in the news itself. My work consolidates past scholarship from the multiple fields concerned with the relationship between science and society to produce a theoretical model of understanding science in the news as a complex, multidimensional process that involves an understanding of science as well as journalism. This thesis begins by exploring the relationship between the understanding implicit in understanding science in the news and understanding science. Many assume these two ways of knowing are one in the same. To rebut this assumption, I examine the types of knowledge necessary for understanding science and understanding science in the news. I then use the literature devoted to scientific literacy to show how past research has imagined the knowledge necessary to understand science in the news. Next, I argue that one of the principle difficulties with these conceptualizations is that they define science in the news in essentially the same terms as science. They also, I suggest, oversimplify how and why public interacts with science in the news. This dissertation concludes with a proposal for one way we might think about understanding science in the news on its own terms rather than those of understanding science. This dissertation attempts to connect two fields of research that rarely intersect, despite their multiple common interests: science education and mass communication. It considers the notion of understanding science in the news in light of the principles of each, rather than maintaining their distinction.
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