Using Media Reports of Science Research in Pupils’ Evaluation of Evidence

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Abstract

With development of’ scientific literacy’ in mind, this classroom-based study explored skills of evidence evaluation of 15–16 year olds, through their interpretation of media reports of science research. Results indicate that most pupils can recognise research claims and evidence but are less able to recognise limitations of evidence and interactions with theory. They can offer sensible suggestions for generation of additional evidence. There appears to be limited pupil development across the one year of the study. More emphasis on evidence-theory interaction may aid pupil understanding of the scientific enterprise.