Can science literacy help individuals identify misinformation in everyday life

Dados Bibliográficos

ID21392674
AutoresAviv J Sharon (0000-0003-1326-2168, Faculty of Education in Science and Technology Technion—Israel Institute of Technology Haifa Israel), Ayelet Baram-Tsabari (0000-0002-8123-5519, Faculty of Education in Science and Technology Technion—Israel Institute of Technology Haifa Israel, autor correspondente)
Ano2020
Volume104
Fascículo5
Páginas873-894
Data de publicação2020-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21581
OpenAlexW3028537706
IdiomaEN
Citações recebidas50
Referências citadas62

Certain science‐related topics elicit persistent public controversy, such as routine childhood vaccinations and anthropogenic climate change. Many people are misinformed about the scientific facts underlying these issues. In response, science educators have called for improvements in the public's science literacy, but it is not clear which components of science literacy would help individuals identify misinformation. In this position paper, we examine this issue and make two arguments. First, we unpack the construct of science literacy to the seven components identified by the National Academies, and argue that four of these components are most likely to help individuals identify misinformation in everyday life: (a) Understanding of scientific practices; (b) Identifying and judging appropriate scientific expertise, (c) Epistemic knowledge, and (d) Dispositions and habits of mind, for example, inquisitiveness and open‐mindedness. We also show that three of these four components are not commonly used in definitions of science literacy. Second, we posit that two opposite reasons explain why misinformation is so intractable: on the one hand, that individuals uncritically accept most information, even if it is false, and on the other hand, that they reject information that contradicts their worldview, even if it is true. Consequently, we argue that inculcating intellectual virtues, such as open‐mindedness, should be central to imparting science literacy and propose some implications for educational practice. Lastly, we point out some limitations of our arguments and offer recommendations for further research

Construct (python library) · Epistemology · Everyday life · Information literacy · Literacy · Mathematics education · Misinformation · Nature of Science · Pedagogy · Philosophy of science · Political science · Public awareness of science · Science communication · Science education · Scientific Literacy · Scientific misconceptions · Sociology · Climate Change Communication and Perception · Computer Science · Educational Strategies and Epistemologies · Misinformation and Its Impacts · Psychology