To introduce students to computer technology, the authors used a web-based science project, “Tabloid Trash vs. Serious Science,” in several secondary science courses at Columbia School for Girls. Their intent was several-fold; given the growing use of the Internet, and in the face of the girls’ disengagement with technology, they wanted to increase their students’ involvement by heightening their critical awareness of and ability to analyze web-reported science. Finally, as teachers who are also researchers, they were interested—for both diagnostic and curriculum development reasons—in assessing students’ abilities to critically evaluate science on the Internet.
Details
Type Journal ArticlePub Date 3/1/2001Stock # tst01_068_03_44Volume 068Issue 03