Science education in an age of misinformation

Dados Bibliográficos

ID21392679
AutoresJonathan Osborne (0000-0001-8096-208X, Graduate School of Education Stanford University Stanford California USA, autor correspondente), Daniel Pimentel (0000-0002-1105-4720, Graduate School of Education Stanford University Stanford California USA), Daniel R Pimentel (0000-0001-9700-8727, Stanford University)
Ano2023
Volume107
Fascículo3
Páginas553-571
Data de publicação2023-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21790
OpenAlexW4324141237
IdiomaEN
Citações recebidas63
Referências citadas57

In this paper, we argue that the current science curricula are failing to educate students to be competent outsiders to science. Historically, science education has rested on two premises. The first is that it is possible for students to acquire sufficient scientific knowledge from K‐12 education to become intellectually independent. That is that science education can produce individuals capable of evaluating scientific evidence and arguments critically for themselves. This belief is what underlies many of the conceptions of scientific literacy and is the basis of the rationale that is used to sustain and justify what is offered in nearly all countries across the globe. The second is the belief that the science that students will encounter will have been filtered such that it can be trusted. Nothing today could be further from the truth. Today, misinformation abounds and much of it purports to be scientific. Very few conceptions of scientific literacy have considered how students can be prepared to evaluate the claims that abound on social media. Current conceptions of “scientific literacy,” we argue, are failing to articulate the competencies and knowledge required in today's changed context. In what follows, we lay out our arguments for why it is time to rethink the conception of scientific literacy by considering what it requires to be a competent outsider to science. Then drawing on our recent report, we lay out what might be done within science education to address the specific phenomenon of misinformation

Context (archaeology) · Curriculum · Epistemology · Globe · Literacy · Misinformation · Nature of Science · Nothing · Pedagogy · Phenomenon · Philosophy of science · Political science · Science education · Science, technology, society and environment education · Scientific Literacy · Scientific misconceptions · Social science · Social science education · Sociology · Sociology of scientific knowledge · Climate Change Communication and Perception · Educational Strategies and Epistemologies · Law · Misinformation and Its Impacts · Philosophy · Psychology