Hello curious360-ga,
I was surprised to find that there is very little in the way of
updated research on the topic of the impact of television on informal
learning. I?ve collected several articles available on the web as well
as references for others that you might have to pay for unless you
have access to a good academic library. As I was doing the research I
came across several excellent sites focused on the more general topic
of informal science learning and I?ve included these to help further
your explorations. The article you cited in your question seems to be
the most generally quoted reference in this area.
Best wishes for your projects.
~ czh ~
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INFORMAL SCIENCE LEARNING ? IMPACT OF TELEVISION
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http://www.scbc.org/pdf/litreport.pdf
Where Worlds of Children and Science Meet
A Review of Current Literature
June, 2000
An Analysis of Literature Related to Educational and Psychological
Influences on Attitude Formations in Children concerning Science and
Technology undertaken on behalf of The Science Council of BC and
Science World.
Pages 26-29
2. Social
2
.1. Mass Media
a) Television
Does out-of-school television viewing influence students' attitudes
towards science and
technology?
***** This is a 65-page report. The section on Television includes
several research studies that might be of interest to you. I?ve
researched the references that are dated 1993 or later and include
information on them below.
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http://www.sv.ntnu.no/iss/Aksel.Tjora/kurs/metode/h2003/ov1-tekster/nisbet.pdf
COMMUNICATION RESEARCH, Vol. 29 No. 5, October 2002 584-608
DOI: 10.1177/009365002236196
© 2002 Sage Publications
Knowledge, Reservations, or Promise?
A Media Effects Model for Public Perceptions of Science and Technology
This study introduces a media effects model specific to public
perceptions of science and technology. Analysis of the National
Science Board?s Science and Engineering Indicators Survey provides
evidence that different media ? newspapers, general television,
science television, and science magazines?do affect perceptions
differently. These media effects are direct but also indirect, as
mediated through effects on science knowledge. Although newspaper
reading, science television viewing, and science magazine reading all
promote positive perceptions of science, given the relative size of
its audience, the impact of general television viewing remains the
most compelling finding. The negative images of science on television
appear to cultivate scientific reservations, whereas television?s
portrayal of science as sometimes omnipotent, and offering hope for
the future, appears to also promote a competing schema related to the
promise of science. Television?s direct effect on reservations is
reinforced through the medium?s negative relationship with science
knowledge.
***** This is a 25-page research report. The full text is available online.
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http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W52-46H16N5-M&_user=10&_coverDate=06%2F30%2F1994&_rdoc=1&_fmt=summary&_orig=browse&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=344177b8a7f0f41ebd6e08bd07d742a5
Journal of Applied Developmental Psychology
Volume 15, Issue 2 , April-June 1994, Pages 287-300
Richard Potts and Isaac Martinez
Television viewing and children?s beliefs about scientists.
Abstract
This study was an investigation of the relationship between television
viewing patterns and children's beliefs about scientists and their
activities. Because television is known to present biased and
distorted images of many social groups, including scientists, it is
possible that frequent viewers develop similarly distorted perceptions
of those characters. In this study, sixty-four 6- to 10-year-old
children were presented with photographs depicting a policeman, a
burglar, and a scientist, and were asked to evaluate each character on
11 personal and occupational role characteristics. Home television
viewing patterns, beliefs about television realism, and intrinsic
interest in science were also assessed. Results indicate that children
rated both the scientist and the policeman in a very positive manner.
However, television viewing patterns were related to evaluations of
scientists; frequent cartoon viewing was associated with lower ratings
of the scientist. It was also found that boys gave generally higher
ratings to the scientist than girls. Findings of the study support
speculation that commercial television may be an important influence,
via cultivation processes, on children's intrinsic interest in science
as both an academic topic and career choice.
Correspondence and requests for reprints should be sent to Richard
Potts, Department of Psychology, 215 North Murray Hall, Oklahoma State
University, , Stillwater, OK 74078, , USA.
***** You can purchase a copy of this article at this site for $30.
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http://psychology.okstate.edu/faculty/potts.html
Richard Potts , Ph.D., Associate Professor, Department of Psychology
Oklahoma State University, Stillwater, OK
***** This is one of the authors of the above research report.
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http://www.mysticaquarium.org/ballard/ballard/publications.asp
Bazler, J.A., A.R. Spokane, R. Ballard, M. Fugate
The Jason Project
Experience and Attitudes Toward Science as an Enterprise and Career
Journal of Career Development, v. 20, no. 2, winter 1993
***** This article is referenced is several of the research reports
cited above. The Journal of Career Development for 1993 is not
available online but the information you?re looking for may be
included in the full report on the JASON project as shown below.
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http://www.monmouth.edu/academics/ed/faculty.asp
Judy Bazler,
Monmouth University, School of Education
Judith Bazler, Associate Professor. Ed.D.,
Specialty is science education and informal science, e.g. museums.
Founder of the Smart Discovery Center, Bethlehem, Pennsylvania.
jbazler@monmouth.edu
***** J.A. Bazler, the author of the above article. You may be able to
get a copy of it from her.
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http://www.kluweronline.com/article.asp?PIPS=459186&PDF=1
Journal of Science Education and Technology
12 (1): 21-30, March 2003
Copyright © 2003 Plenum Publishing Corporation
A Window on Science: Exploring the JASON Project and Student Conceptions of Science
The purpose of this qualitative case study was to describe how the
JASON project was implemented in a self-contained fourth grade
classroom and to examine this project within the overall context of
student--scientist partnership (SSP) models of science education
reform. Additionally, this study examined and described any changes in
student conceptions of the nature of science as a result of
participating in JASON.
Article ID: 459186
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http://www.rit.edu/~easi/easisem/audiodes.html
WHAT IS THE IMPACT ON VISUALLY IMPAIRED VIEWERS?
Science programs on television (TV) present much of their information
only visually. For people who are visually impaired this reliance on
visual cues limits access to the learning and enjoyment such programs
offer. Audio description (sometimes called "video description")
inserts descriptions of a TV program's key visual elements into
natural pauses in the program. It is intended to provide visually
impaired people with more access to the programs' content and to make
viewing more satisfying. Including description promotes two social
policy objectives:
(1) ensuring that people with disabilities have the same access to
information and opportunities that people without disabilities do, and
(2) advancing scientific literacy. As subcontract of a National
Science Foundation grant to the WGBH Education Foundation, the
American Foundation for the Blind undertook this research to examine
the effects that adding audio description has on the TV viewing of
visually impaired adults.
The research reported here was supported by a subcontract to the
American Foundation for the Blind from WGBH Education Foundation;
National Science Foundation Grant #ESI-9253447. A longer report, the
questionnaires, and other study documents are available from the
American Foundation for the Blind.
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http://www.house.gov/science/schneider_03-04.htm
Statement of Joel Schneider, Ph. D., Vice President for Education and Research
Children?s Television Workshop
COMMITTEE ON SCIENCE, UNITED STATES HOUSE OF REPRESENTATIVES
Hearing on MATH & SCIENCE EDUCATION I; MAINTAINING THE INTEREST OF
YOUNG KIDS IN SCIENCE
Wednesday, March 4, 1998
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http://www.exploratorium.edu/IFI/resources/museumeducation/criticalbarriers.html
Critical Barriers to Science Learning*
My concern is with the general level of science education, not with
the advanced education of scientific specialists -- it is with the
size of the base of a social pyramid, not the height of its peak,
though I am mindful of the relation between the two measures. I
believe that by carefully examining the classes of critical barrier
phenomena it is possible to arrive at some conclusions about present
levels of scientific culture and modes of science teaching at all
except the highest levels. These conclusions do not automatically
define remedies, though they suggest some. My concern is, rather, to
use them to define goals for science education policies, goals which I
believe are crisp and definite enough to suggest useful criteria for
decisions about ways of working toward them.
We often discuss, pro and con, the educational impact of television.
News programs are characteristically climaxed by a discussion of the
national and local weather, complete with those marvelous satellite
pictures, accounts of new "systems" moving in or out, of the jet
stream, of highs and lows. Some, at least, of those weather experts
are indeed good meteorologists, but like many scientific experts they
have long since forgotten what most of their audience does not know it
needs to learn, the early slow steps by which they themselves
assimilated a conceptual structure which meteorology already
presupposes. I discussed this once with a TV weatherman, a good
meteorologist indeed, and suggested some televised byplay with water
barometers, rotating dishpan models of the atmosphere, and the like.
He thought it would be fun but explained that time constraints
required rapid speech and bare daily essentials. Yet today good
climatologists are raising questions about man's own impact on the
climate. What sense will these concerns make to intelligent citizens
for whom the global circulation of air and water is unreal -- for whom
water evaporates and condenses only up and down, locally, and for
whom, half the time, air is literally nothing, half the time reaches
on to the moon, and all the time is mysteriously able to support the
flight of an airplane?
*This article is an edited version of a paper written for the
Directorate for Science Education, Division of Science Education
Development and Research, National Science Foundation. It was
commissioned during the course of a study attempting to define needed
research into the area of scientific literacy. David Hawkins is at the
Mountain View Center for Environmental Education, University of
Colorado, Boulder, CO 80309 (Copyright permission granted by the
author.)
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INFORMAL SCIENCE LEARNING ? GENERAL RESOURCES
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http://www.informalscience.org/
The purpose of www.informalscience.org is to promote and advance the
field of informal learning in science and other domains. This site is
a place to share knowledge and support a community of learners to
inform informal science learning standards and practices. It is being
developed by the University of Pittsburgh?s Center for Learning in Out
of School Environments (UPCLOSE) at the Learning Research and
Development Center.
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http://edstar.ncrel.org/mn/ViewEssay.asp?IssueID=36&EssayID=109
Informal Science Education
***** See bibliography
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http://www.nsf.gov/pubs/2004/nsf04579/nsf04579.htm
Informal Science Education (ISE)
National Science Foundation
Directorate for Education and Human Resources
Division of Elementary, Secondary and Informal Education
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http://www.umsl.edu/~sigiler/
The Informal Learning Environments Research SIG is a special interest
group within the American Educational Research Association (AERA)
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