Media – Chemistry – Interest? Identifying the Types of Students’ Chemistry - Related Media Reception
Keywords:Students’ Interests, Students’ Media Reception, Chemistry in Media
In the present qualitative study we identified different types of students’ mass media reception on topics related to chemistry. 19 secondary school students participated in guided interviews concerning their overall encounter with chemistry in the mass media. The collected data was analyzed referring to Grounded Theory by an open and axial coding procedure. The evaluation is based on four categories including context, social condition, cause and consequence of media reception. For analysis, a special focus was placed on the development of interest with respect to media reception. In total, four types of media reception like "The News Focused" or "The Effect Focused" were identified. The guided interviews showed that students are interested in a large variety of chemical topics present in media. Due to this, a strong individualization of chemistry related media reception can be concluded. Finally, it will be shown that the results of this study are relevant for revising teaching materials in order to create individualized and motivating learning tasks.
Biagi, S. (2009). Media/Impact: An introduction to mass media. Boston, USA: Wedsworth Cengage Learning.
Coppola B., Pintrich P.R. & Zusho A. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25 (9), 1081-1094. doi: 10.1080/0950069032000052207
Glaser, B.G. (1978). Theoretical sensitivity. Mill Valley, USA: The Sociology Press.
Jarman, R. & McClune, B. (2007). Developing scientific literacy. Using news media in the classroom. New York: Open University Press.
Kaiser Family Foundation [KFF] (2012). Generation M²: Media in The Lives of 8- to 18-Year-Olds. Retrieved from http://www.kff.org/entmedia/upload/ 8010.pdf.
Klosterman, M.L., Sadler, T.D. & Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific and sustainability issues. Research in Science Education, 42 (1), 51-74. doi: 10-1007/s11165-011-9256-z
Krapp, A. (1991). Interesse. In Rost, D.H. (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 213–218). Weinheim, Germany: BELTZ.
Lull, J. (2000) Media, Communication, Culture: A Global Approach. Cambridge, UK: Polity Press.
Medienpädagogischer Forschungsverbund Südwest [MPFS] (2011). JIM-Studie 2011.
Jugend, Information,(Multi)Media. Basisstudie zum Medienumgang 12- bis 19-Jähriger in Deutschland. Retrieved from http://www.mpfs.de/fileadmin/JIM-pdf11/JIM2011.pdf.
Norris, S., Phillips, L. & Korpan, C.A. (2003). University students’ interpretation of media reports of science and its relationship to background knowledge, interest, and reading difficulty. Public Understanding of Science, 12 (2), 123-145. doi: 10.1177/09636625030122001
Prenzel, M. (1988). Die Wirkungsweise von Interesse. Ein Erklärungsversuch aus pädagogischer Sicht. Opladen, Germany: VS Verlag für Sozialwissenschaften.
Schiefele, U., Krapp, A., & Schreyer, I. (1993). Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 10 (2), 120-148.
Strauss, A.L. (1989). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press.
Strauss, A.L. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, USA: Sage Publications.
Zimmerman, C., Bisanz, G., Bisanz, J., Klein, J. & Klein, P. (2001). Science at the supermarket: A comparison of what appears in the popular press, experts‘ advice to readers, and what students want to know. Public Understanding of Science, 10 (1), 37-58. doi: 10.1088/0963-6625/10/1/303
How to Cite
Copyright © Authors