Third-hand evaluation of science-related information
Bibliographic Data
| ID | 21589553 |
|---|---|
| Authors | Tom Bielik (0000-0002-8227-5870, Radboud University Nijmegen, corresponding author), Moritz Krell (0000-0003-2226-0383, IPN - Leibniz Institute for Science and Mathematics Education) |
| Year | 2025 |
| Pages | 1-8 |
| Publication date | 2025-12-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2599443 |
| OpenAlex | W4417346512 |
| Language | EN |
| References cited | 30 |
In this position paper, we introduce an Extended Epistemic Vigilance Framework that expands traditional approaches to critical evaluation of science-related information in education. While science education has historically emphasised first-hand evaluation (assessing the quality of claims) and more recently more strongly second-hand evaluation (evaluating source credibility), we argue for the critical importance of an additional dimension, third-hand evaluation, which examines how receivers’ own biases, experiences, and perceptions influence their interpretation of science-related information. The Extended Epistemic Vigilance Framework addresses a significant gap in science education research by focusing on students’ awareness of their own and others’ cognitive biases, sociocultural influences, and decision-making factors that shape information processing. Neglecting awareness towards third-hand evaluation diminishes students’ capacity to become competent evaluators of science-related information, making them more vulnerable to misinformation and disinformation, for example, in digital media environments. Several recent publications in science education support this direction, emphasising the need for students to recognise their own biases and develop self-regulation abilities. We highlight the need for developing professional development programmes for teachers, creating appropriate curricular materials, and designing assessment tools to measure third-hand evaluation competencies in science education
Data collection · Evaluation methods · Higher education · Information system · Science education · Academic Publishing and Open Access · Academic Writing and Publishing · scientometrics and bibliometrics research
A review of research on metacognition in science education
The Bias Blind Spot
The Public's Bounded Understanding of Science
The emotional dog and its rational tail
Promoting students’ critical evaluation of popular scientific articles
How do source evaluation criteria develop? A microgenetic study of growth of epistemic ideals
Ten competencies for the science misinformation crisis
Science education in an age of misinformation
Can science literacy help individuals identify misinformation in everyday life
Fighting “bad science” in the information age
Epistemic Vigilance
Motivated numeracy and enlightened self-government
From argumentation to real-world action
Developing and evaluating the extended epistemic vigilance framework
Measuring Science Literacy in a Digital World
Preparing students for the modern information landscape and navigating science–technology–society issues
Science literacy in the twenty-first century
| Highly cited | No |
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