Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

Abstract

This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers’ choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers’ media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers’ choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers’ identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.