Non-Science Majors’ Critical Evaluation of Websites in a Biotechnology Course
Non-Science Majors’ Critical Evaluation of Websites in a Biotechnology Course
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非科学专业学生对生物技术课程网站的批判性评价
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
S. Freyermuth
中科院分区：
文献类型：
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作者：
Kristy Halverson;Marcelle A. Siegel;S. Freyermuth
帮助学生制定判断标准和应用考试技能，对于促进科学素养至关重要。随着互联网的日益普及，学生学习如何评估他们从在线资源中收集到的科学知识变得更加重要。这一点尤其正确，因为在网络上发布信息并不局限于专家，而且不同网站的内容质量可能会有很大差异。评估网站的责任落在用户身上。很少有研究考察本科生在科学课堂上对网站的评价。这项研究的目的是调查大学生选择了哪些网站，以及他们如何评价在制定关于干细胞研究的个人立场时使用的网站。我们采用定性的方法来寻找大学生网站选择和评价标准的模式。我们发现，学生使用了来自11类网站的各种网络资源来完成他们的独立研究报告。学生们还使用了11个评估标准来评估这些来源，一些有用(例如可信度)，另一些不有用(例如可读性)。我们发现，大学生很难对网络资源进行批判性评估。本科生需要学习如何批判性地评估网站上提供的科学内容。这种类型的支架可以促进有用的评估，并促进批判性思维，成为具有科学素养所需的。
Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the web is not restricted to experts, and content quality can vary greatly across websites. The responsibility of evaluating websites falls upon the user. Little research has examined undergraduates’ evaluation of web sites in science classes. The purpose of this study was to investigate on which websites college students selected and how they evaluated the websites used when developing individual positions about stem-cell research. We used a qualitative approach in search of patterns in undergraduates’ website selection and evaluation criteria. We found that students used a variety of web resources from eleven types of websites to complete their independent research report. Students also used eleven evaluation criteria to evaluate these sources, some useful (e.g., credibility) and some not useful (e.g., readability). We found that university students struggled with critically evaluating online resources. Undergraduates need prompts to learn how to critically evaluate the science content provided within websites. This type of scaffold can facilitate useful evaluation and promote critical thinking required for becoming scientifically literate.