Abstract The journalistic norm of balance has been described as the practice of giving equal weight to different sides of a story; false balance is balanced reporting when the weight of evidence strongly favors one side over others—for example, the reality of human-caused climate change. False balance is problematic because it skews public perception of expert agreement. Through formative interviews and a survey of American weathercasters about climate change reporting, we found that objectivity and balance—topics that have frequently been studied with environmental journalists—are also relevant to understanding climate change reporting among weathercasters. Questions about the practice of and reasons for presenting an opposing viewpoint when reporting on climate change were included in a 2017 census survey of weathercasters working in the United States (N = 480; response rate = 22%). When reporting on climate change, 35% of weathercasters present an opposing viewpoint “always” or “most of the time.” Their rationale for reporting opposing viewpoints included the journalistic norms of objectivity and balanced reporting (53%), their perceived uncertainty of climate science (21%), to acknowledge differences of opinion (17%), to maintain credibility (14%), and to strengthen the story (7%). These findings show that climate change reporting from weathercasters sometimes includes opposing viewpoints, and possibly a false balance, but further research is necessary. Moreover, prior research has shown that the climate reporting practices among weathercasters are evolving rapidly and so the problem of false-balance reporting may already be self-correcting.
more »
« less
My life in science: Lessons for yours?
Because of an acquired obsession to understand as much as possible in a limited but important area of science and because of optimism, luck, and help from others, my life in science turned out to be much better than I or others could have expected or planned. This is the story of how that happened, and also the story of the groundstate density functional theory of electronic structure, told from a personal perspective.
more »
« less
- Award ID(s):
- 2344734
- PAR ID:
- 10501607
- Publisher / Repository:
- NSF-PAR
- Date Published:
- Journal Name:
- The Journal of Chemical Physics
- Volume:
- 160
- Issue:
- 1
- ISSN:
- 0021-9606
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Story Programming is an approach for teaching complex computational and algorithmic thinking skills using simple stories anyone can relate to. One could learn these skills independent of a computer or with the use of a computer as a tool to interact with the computation in the tale. This research study examines the use of Story Programming before teaching coding in a computer science orientation course to determine if it is a viable alternative to the code-focused way of teaching the class in the past. We measure the viability of the Story Programming approach by evaluating student-success and learning outcomes, as well as student reactions to post-survey questions.more » « less
-
Peer review is an integral component of contemporary science. While peer review focuses attention on promising and interesting science, it also encourages scientists to pursue some questions at the expense of others. Here, we use ideas from forecasting assessment to examine how two modes of peer review—ex ante review of proposals for future work and ex post review of completed science—motivate scientists to favor some questions instead of others. Our main result is that ex ante and ex post peer review push investigators toward distinct sets of scientific questions. This tension arises because ex post review allows investigators to leverage their own scientific beliefs to generate results that others will find surprising, whereas ex ante review does not. Moreover, ex ante review will favor different research questions depending on whether reviewers rank proposals in anticipation of changes to their own personal beliefs or to the beliefs of their peers. The tension between ex ante and ex post review puts investigators in a bind because most researchers need to find projects that will survive both. By unpacking the tension between these two modes of review, we can understand how they shape the landscape of science and how changes to peer review might shift scientific activity in unforeseen directions.more » « less
-
Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers’ learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this study tells the story of how the four teachers negotiated professional vision for science teaching around dilemmas that emerged throughout the professional development. By taking a sociocultural perspective on professional vision, researchers can gain insight into how and what teachers learn in professional develop- ment settings because it renders teacher learning complex and nuanced. Additionally, we argue negotiating professional vision parallels sensemak- ing. Sensemaking around science teaching includes grappling with epis- temic issues of science in addition to pedagogy and curriculum. Implications for science teacher education are discussed. Specifically, we argue learning to teach requires teachers to engage in conversations that create opportunities to “get somewhere” in relation to dilemmas they have about teaching. In this way, professional vision is an ongoing process of learning that has no endpoint or ideal articulation of teaching or science. Therefore, by framing professional vision as a process of learning we are able to push back on simplistic descriptions of teaching and science.more » « less
-
Cultural humility allows a better understanding and appreciation of others, as well as fostering positive interactions with different kinds of individuals. Here, we discuss the difficulties faced by persons excluded because of their ethnicity or race (PEERs) in immunology and science, technology, engineering, mathematics, and medicine (STEMM), as well as the importance of cultural humility in research and academia.more » « less
An official website of the United States government

