Produced by Gatsby Science Enhancement Programme, the resources in this section help students to develop their skills in information retrieval. Activities encourage students seeking specific scientific information to look for professional and reliable sources, not only on the internet but also in the libraries and archives of professional institutions. Therefore in addition to web searches as a general information source, this skill area considers text books, the British Library, online journals, experts in the field and surveys.
The section contains teacher guidance and a series of activities that tackle topics including:
* The information revolution
* Using the internet to find information
* Assessing the reliability of information
* Classifying statements
* Resources and audiences
* Questioning information
* Information to the public
There are trainer development materials associated with the delivery of learning activities in this skill area. They can be found at: LSS Skill Area 1 Training.
Produced by Gatsby Science Enhancement Programme, this activity is about information storage and retrieval, about books and journals and about comparing print with electronic information storage.
Students carry out...
Produced by Gatsby Science Enhancement Programme, in this activity students first carry out an Internet search to find websites that would be helpful in answering specific questions about a science topic. They evaluate the usefulness and reliability of different websites.
In the second part of the activity...
This activity, from the Gatsby Science Enhancement Programme, helps students to develop their skills in assessing information. Students consider what they need to look for in an information source to be sure that it is reliable.
Students consider the peer review process of a professional journal and compare...
This activity, from the Gatsby Science Enhancement Programme, helps students to examine the claims to truthfulness of statements of different kinds.
The aim is to become more critical of the use of language and to develop a constructive scepticism when assessing primary and secondary information.