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Developing Students’ Critical Reasoning About Online Health Information‬: A Capabilities Approach‬
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-6007-1658
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-5574-8636
2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 49, no 6, p. 1759-1782Article in journal (Refereed) Published
Abstract [en]

The internet has become a main source for health-related information retrieval. In addition to information published by medical experts, individuals share their personal experiences and narratives on blogs and social media platforms. Our increasing need to confront and make meaning of various sources and conflicting health information has challenged the way critical reasoning has become relevant in science education. This study addresses how the opportunities for students to develop and practice their capabilities to critically approach online health information can be created in science education. Together with two upper secondary biology teachers, we carried out a design-based study. The participating students were given an online retrieval task that included a search and evaluation of health-related online sources. After a few lessons, the students were introduced to an evaluation tool designed to support critical evaluation of health information online. Using qualitative content analysis, four themes could be discerned in the audio and video recordings of student interactions when engaging with the task. Each theme illustrates the different ways in which critical reasoning became practiced in the student groups. Without using the evaluation tool, the students struggled to overview the vast amount of information and negotiate trustworthiness. Guided by the evaluation tool, critical reasoning was practiced to handle source subjectivity and to sift out scientific information only. Rather than a generic skill and transferable across contexts, students’ critical reasoning became conditioned by the multi-dimensional nature of health issues, the blend of various contexts and the shift of purpose constituted by the students.

Place, publisher, year, edition, pages
2019. Vol. 49, no 6, p. 1759-1782
Keywords [en]
Capabilities, Critical reasoning, Internet Health information, Source evaluation
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-151073DOI: 10.1007/s11165-017-9674-7ISI: 000501034400011OAI: oai:DiVA.org:su-151073DiVA, id: diva2:1171915
Available from: 2018-01-08 Created: 2018-01-08 Last updated: 2022-02-28Bibliographically approved
In thesis
1. Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education
Open this publication in new window or tab >>Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation is about science education as an education for citizenship with a particular focus on the potential of inviting students to participate in critical examination of public issues in the media. Through digital media, a vast amount of health-related information is readily available to the public. People who turn to the Internet in search of health information of any kind, will come across a vast array of voices, information and contradictory claims. The rationale of this dissertation is the recognised challenges for citizens to stay critical when public issues that relate to health and nutrition are examined on the Internet. The aim of this dissertation is to contribute to expanding and nuancing the understanding of students’ critical examination of public issues in science education by drawing on a capabilities approach. Philosopher Martha Nussbaum’s version of the capabilities approach and notion of ‘world citizenship’ is situated in science education and used for analysing students’ participation in critical examination of public issues relating to health. In addition, sociocultural perspectives are drawn upon to conceptualise learning. The dissertation builds on two different research projects, both conducted as design-based research collaborations with upper secondary school science teachers and their students. The data are comprised of audio and video recordings of student group discussions as they search for and critically examine health-related information on the Internet, and video recordings and field notes from the teachers’ whole-class introductions to the activities. Data have been analysed using qualitative content analysis, also drawing on the work of Nussbaum. The findings in this dissertation are presented in four papers. Paper I reports how the introduction of an evaluation tool afforded and constrained students’ critical examination of health issues on the Internet, and how this process can be fruitfully analysed by taking a capabilities approach. The findings show how use of the evaluation tool caused students to privilege scientific information, leaving lived experiences of health issues and students’ own purposes of the information-searching unexamined. Paper II focuses students’ critical examination of controversial and emerging science reported in news media. The findings illuminate how students’ encounters with a controversial nutrition study on the Internet triggered epistemological work — the examination of scientific knowledge as embedded in social, cultural and historical practices. Paper III focuses students’ critical examination of a science-laden public issue concerning milk consumption. The findings show how the students examine their own and societal moral underpinnings of consuming milk, and how the production and consumption of milk affect people's lives and the places we live. In these conversations on milk, the students also imagine different sustainable futures. Paper IV proposes a heuristic for ethical reflection on participatory science education research, highlighting reflective questions in relation to the dimensions of ontology, epistemology and methodology. It is intended to extend standard ethical reflection in education research by taking hierarchies, roles, values, risks, objectives and accountability into account. Overall, the results reported in this dissertation emphasise that students’ critical examination of public issues in the media cannot be limited to source critique that aims to sift out ‘facts’ and uncontested science. This dissertation illuminates the potentiality of science education for citizenship in providing students with opportunities to participate in critical examination of themselves and society in encounters with issues of public concern.

Place, publisher, year, edition, pages
Stockholm: The Department of Mathematics and Science Education, Stockholm University, 2020. p. 122
Keywords
science education, critical examination, public issues, Martha Nussbaum, the capabilities approach, ‘world citizenship’, narrative imagination, research ethics, participatory research
National Category
Educational Sciences
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-184166 (URN)978-91-7911-260-8 (ISBN)978-91-7911-261-5 (ISBN)
Public defence
2020-10-02, Vivi Täckholmsalen (Q-salen) NPQ-huset, Svante Arrhenius väg 20, digitally via conference (Zoom), public link https://stockholmuniversity.zoom.us/j/64892637903, Stockholm, 13:00 (Swedish)
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Available from: 2020-09-09 Created: 2020-08-16 Last updated: 2022-02-26Bibliographically approved

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