Chapter 8: Chemistry-based Information in Social Media in Light of Scientific Media Literacy—Teachers’ Views and Classroom Implementation in Secondary Education
Published:12 Jul 2023
N. Belova, A. Heckenthaler, J. M. Tietjen, and C. Zowada, in Digital Learning and Teaching in Chemistry, ed. Y. Dori, C. Ngai, and G. Szteinberg, The Royal Society of Chemistry, 2023, ch. 8, pp. 93-107.
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The purpose of this chapter is to outline the main objectives behind fostering what we call “scientific media literacy for all” with an emphasis on the critical reflection of social media in the science classroom. In this context, we present the results of an exploratory interview study with teachers (N = 8), which showed a rather skeptical attitude towards the use of social media in science classrooms. Major points of concern included a lack of experience with social media and a lack of suitable teaching materials. To bridge this gap, we present a teaching module on the topic of parabens in cosmetics which has been implemented in a secondary school in Bremen (N = 168). The aim was to show the contradiction between the representation of parabens in social media and the scientific consensus. The students gave positive feedback and highlighted the relevance of the module. The enthusiasm of the pupils contrasts with the feelings of the teachers, which is why we advocate the dissemination of such “best-practice examples” that combine science and media education.