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ERIC Number: ED449818
Record Type: RIE
Publication Date: 2000-Apr-17
Pages: 56
Abstractor: N/A
Science and Information Literacy on the Internet: Using the Standards Created by the Association of College and Research Libraries and Project 2061 To Create a Science Webpage Evaluation Tool.
German, Aimee Lynn
The purpose of this study was to determine if a Web site evaluation tool can be developed based on the standards articulated by Association of College and Research Libraries and Project 2061 that could effectively assess science education Web sites. The study took place at Kent Roosevelt High School in ninth grade biology classes. Students were given a lesson on science Web site evaluation, shown an example of a science Web site, and asked to evaluate a science Web site. Two of the classes evaluated a Web site that exemplified information and science literacy, while the other two classes evaluated a Web site that did not. The Alpha (Cronbach) reliability scores indicated that the evaluation tool did provide a moderately accurate measurement of content, authority, and scientific standards. T-test results indicated that the evaluation tool is useful at evaluating the content of a science Web site; however, it is unclear at this time if the evaluation tool was an accurate measure of authority, appearance and navigability, or scientific standards because the results could have been because of chance. Appendices include an example of a Web site that does not support information and science literacy, the science Web site evaluation tool, a printout of "Becky's Science Resource Center" Web pages, and a printout of Web pages from the Genetic Science Learning Center with information and activities dealing with the subject of genes. (Contains 22 references.) (AEF)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master's Research Paper, Kent State University. Some pages in appendices contain light type which is not legible.