Ten competencies for the science misinformation crisis

Dados Bibliográficos

ID21392758
AutoresDouglas Allchin (0000-0003-4038-5155, Minnesota Center for the Philosophy of Science University of Minnesota Minneapolis Minnesota USA, autor correspondente)
Ano2023
Volume107
Fascículo2
Páginas261-274
Data de publicação2023-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21746
OpenAlexW4284898766
IdiomaEN
Citações recebidas26
Referências citadas52

Scientific misinformation and disinformation, proliferating via the internet and social media, are now significant problems. Proposed solutions vary substantially. Here, I describe a set of prospective benchmarks—10 competencies—that seem essential for reorienting science education to address the challenge. They include, first, elements of epistemic motivation, including basic epistemological beliefs about “constructed” knowledge, adopting a posture of respect for empirical evidence, and an understanding of our epistemic dependence on experts. Second, the benchmarks include perspectives and skills in interacting with media sources. These include how to identify experts, how to identify credible gatekeepers, how to recognize deceptive strategies, and how to deal with social networks and technology. Finally, the competencies include self‐regulation, such as acknowledging the cognitive dispositions that bias our thinking (especially about information that challenges our pre‐existing beliefs) and the counter‐balancing role of consensus. I hope that these competency goals can function as a concrete target in guiding discussion of perhaps more complete or more nuanced approaches to the current crisis. With such competencies clearly and explicitly articulated, teachers will be better positioned to develop effective classroom strategies to nurture the relevant competencies

Competence (human resources) · Disinformation · Empirical evidence · Epistemology · Function (biology) · Misinformation · Philosophy of science · Set (abstract data type) · Social media · The Internet · Climate Change Communication and Perception · Computer Science · Educational Strategies and Epistemologies · Misinformation and Its Impacts · Psychology · Social Psychology