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Cultural Studies of Science Education

, Volume 6, Issue 2, pp 479–484 | Cite as

The difficulty of differentiating expertise and the functions of expert sources and the necessity of studying science education in the media

  • Joachim AllgaierEmail author
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Abstract

I start by introducing some ideas from the field of science and technology studies that concern the difficulty of differentiating experts and laypeople. Based on this description I react to Albæk’s comment and further explain the approach taken in my study. The results of the study indicate that the function of different types of sources can vary or overlap and that it is not always possible to unequivocally determine whether a source is represented as, for example, an expert, a representative of a particular worldview or institution, a citizen or more of the above. It is suggested that more research is needed on the issue how different types of journalists and specialist correspondents select and use their sources and how science education is represented in the media. The study of (science) education in the media is still a neglected issue and some of the benefits of getting a better understanding of the public representation of science education are pointed out.

Keywords

Expertise Expert sources Journalistic practice Science education Media 

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Institute of Neuroscience and Medicine, Ethics in the Neurosciences (INM-8)Research Center JuelichJuelichGermany

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