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Students who engage in scientific inquiry must be able to evaluate the processes and evidence used to reach conclusions about scientific issues, regardless of whether the process is conducted in the classroom or through an information search on the internet. To explore strategies for integrating information literacy and science, the authors engaged students in analyses of internet-based content related to a current socioscientific issue: global warming. A WebQuest, which is described in this article, was developed to guide students through the process of evaluating websites.
A selection from Science Scope—April/May 2008
This is an excelent lesson where students learn how to evaluate the credibility of the information on websites. Today most students turn to the web to find information. Therefore it is imperative we teach students how to evaluate sites and view the information they present with an understanding of the possible bias. The topic of the webquest presented is climate change, which is a perfect socioscientific topic to evaluate web resources. It is interesting to see the spectrum of positions presented across the net on climate change.
Angelika Fairweather (Bradenton, FL)
Students engage in scientific inquiry learn to evaluate the processes and evidence used to reach conclusions about scientific issues through an information search on the internet. Students were given a website evaluation form to use as they researched global warming from a webquest. The webquest helped students understand the evaluation criteria and it also helped them to gain practice using the evaluation tool. The evaluation tool would be very useful for any teacher who wants students to correctly judge the usability, authority, newsworthiness, and content of what they are reading.
Adah (San Antonio, TX)
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