Science Education in an Age of Misinformation

Autor/inn/en	Osborne, Jonathan; Pimentel, Daniel
Titel	Science Education in an Age of Misinformation
Quelle	In: Science Education, 107 (2023) 3, S.553-571 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osborne, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21790
Schlagwörter	Elementary Secondary Education; Science Education; Deception; Science Curriculum; Intellectual Development; Critical Thinking; Thinking Skills; Scientific Literacy; Information Literacy + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Täuschung; Mental development; Geistige Entwicklung; Kritisches Denken; Denkfähigkeit; Informationskompetenz
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01