Do teachers ask students to read news in secondary science?: Evidence from the Canadian context

Abstract

Skill in reading diverse genres of scientific texts, including media reports, is an important aspect of scientific literacy that some experts argue should be included in the science curriculum. To understand current and potential uses of media reports in classrooms, we conducted research in three areas. First, we examined major science education policy documents and found few statements making direct reference to use of media reports. Second, we analyzed provincial assessment materials and found exam items using media reports. Third, we interviewed secondary teachers to determine their practice and views on using media reports and other science genres in instruction. Teachers used media reports and strongly endorsed policy-type statements advocating the use of diverse science genres including these reports. Clearly, policy lags behind practice in some classrooms. © 2006 Wiley Periodicals, Inc. Sci Ed 90:496–521, 2006