Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers

James Damico, A. Panos, Michelle N. Myers
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引用次数: 5

Abstract

Practical Implications – This study contributes to the literature that considers the ways pre-service teachers work with websites about socioscientific topics. It highlights how an instructional model can help promote digital literacy practices that center on evaluating the reliability of websites about climate change. It also includes a companion framework called fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC) that can be used to guide students to better understand techniques and practices of science denial.
数字素养与气候变化:与职前教师一起探索可靠性和真相
实际意义-本研究对考虑职前教师与社会科学主题网站合作方式的文献做出了贡献。它强调了一种教学模式如何有助于促进以评估有关气候变化的网站可靠性为中心的数字扫盲实践。它还包括一个名为假专家、逻辑谬误、不可能的期望、挑三拣四和阴谋论(FLICC)的配套框架,可以用来指导学生更好地理解否认科学的技术和实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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