Informal learning through watching television programs, reading magazines, newspapers and billboards, and listening to the radio exposes one to various information and issues both universally and within the context of one’s own community politics, ethics and culture. Early research has confirmed that media influences culture and that the media play a vital role in the diffusion of culture or transglobalization of culture in indigeneous societies (Steele & Brown, 1995; Adamu, 2006; Bellotti, 2010). Media however, are also the means that bring culture together and the display of media has somewhat been influenced by local culture and context. Government policy is another factor that may influence media. Media attributes in different societies may not be similar thus allowing one to learn from the other. In terms of science education, it is known that the media are capable to reach millions of consumers each week with lots of information and ideas about a range of sciences (Rockman, Bass & Borse, 2007). Scientists have however, been questioning the accuracy of mass media in reporting scientific work (Miller, 1979). The fact that scientist and the media people are from two different professions and background explains this view of inaccuracy. By nature, scientists place high value on objectivity, details and unemotional, impersonal form and style, while the media emphasize brevity, imagery, anecdote, metaphor and other devices that will entertain and inform the viewers (Nelkin, 1995). In a study conducted by Tichenor et al, (1970) on mass communication systems and communication accuracy in science news reporting, “overemphasis on the unique” was rated as the most serious problem, followed closely by “omission of relevant information” and “misleading headlines”. Though media perform an essential role in educating the public on science knowledge and affecting scientific literacy, precision in all scientific facts published by the media is vital as any inaccuracy of its science content may lead to public misinterpretation of information and misconceptions. This is especially true among children who are easily enticed to directly absorb everything that they see or hear. Hence, it is highly likely that they will take in the exaggerated and inaccurate science content displayed in television programs, newspapers or billboards as being real. This may later lead to scientific misconception and flawed scientific literacy. The research reported in this paper was conducted to study the characteristics of science facts published in the Malaysian and British media. The comparison is made between an emerging and developing country and a highly developed one. The findings will shed some light on the different media approaches in the two countries and how media may be appropriated for informal science learning. Apart from that, this study also aimed to investigate the accuracy of science facts elaborated and published by the media in both countries. By doing this, the researchers examine how the misconception of science develops and makes its way through the various forms of media. In short, the research investigates the science contents published by the media in Malaysia and the UK respectively in terms of its characteristics and accuracy. The study also encompasses examination of participants’ perception regarding the roles that media plays in educating the Malaysian and UK public of science knowledge respectively. However, the research focuses mainly on advertisements displayed or published in commercial breaks or commercial advertisements on television, billboards and also the newspaper. 2
REVIEW OF RELATED LITERATURE
The media have great power to influence viewers as billions of people can be reached in a week with information and ideas through advertisements displayed (Rockman, Bass & Borse, 2007). The various forms of media are potential sources for learning but the inaccuracy of facts published may be detrimental to the learning outcomes of the those who utilize them.