Who Speaks for Science?

Allchin, Douglas

doi:10.1007/s11191-021-00257-4

Cited by 19 publications

(28 citation statements)

References 58 publications

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“…Pathway of scientific information, “from test tubes to YouTube,” showing the domains of both the expert scientific community and public science communication, as well as the challenge of sources of misinformation and social media (adapted from Höttecke & Allchin, 2021). …”

Section: Figurementioning

confidence: 99%

“…Scientific knowledge is inevitably mediated (Höttecke & Allchin, 2020). From the perspective of the science consumer, the most immediate question is “Who speaks for science?” (Allchin, 2021). What is the provenance of a given claim, and does it reflect the consensus of scientific experts?…”

Section: Gatekeepersmentioning

confidence: 99%

“…Namely, in the vast reach of scientific information "from lab bench to judicial bench," who speaks for science? (Allchin, 2021).…”

mentioning

confidence: 99%

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Ten competencies for the science misinformation crisis

Allchin

2022

Science Education

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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.

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Section: Figurementioning

confidence: 99%

Section: Gatekeepersmentioning

confidence: 99%

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Ten competencies for the science misinformation crisis

Allchin

2022

Science Education

Self Cite

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“…Skepticism, perception of scientific elitism, and disregard for science on the basis of personal beliefs have contributed to the present-day "infodemic" (Ghebreyesus, 2020, as cited in Barzilai & Chinn, 2020, p.107). Allchin (2021) defined "science con artists" as those who manipulate these tendencies towards skepticism using style to appear more trustworthy than the actual relevant scientific experts (p. 11). Science con artists also disguise their conspiracy theories through the use of intimidating jargon, exploitation of social emotions, manufacturing doubt, and flooding all media.…”

Section: Challeng Backgroundmentioning

confidence: 99%

Catalyzing Conversations: Critical Thinking Skills to Win the Battle for Truth in the Post-Truth Era

Boggs

O’Connor

Neild

et al. 2022

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The Scholarship of Teaching and Learning is uniquely poised to address one of the greatest challenges in the “post-truth” era through catalyzing conversations that promote the effective development of critical thinking skills necessary for identifying and avoiding conspiracy theories. An interdisciplinary team of scientists, science communicators, public health nurses and educators has designed case studies, modules and activities that are curriculum-based for use in kindergarten to grade 12 classes to promote vaccine safety. Two serendipitous outcomes from this Building Resistance to Vaccine Misinformation program included: i) significant learning experiences for everyone in our team about the other disciplines, and ii) that the research assistants articulated their own emerging professional identities. Once this program receives ethics approval, we will work with education programs to beta-test the case studies, modules and activities then assess the impacts of this program through pre and post experience questionnaires and journaling.

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“…Students’ understanding of how and why science works, the understanding of nature of science (NOS), is a major goal of science education (McComas & Clough, 2020 ; Nouri et al, 2021 ; Olson, 2018 ). The COVID-19 pandemic has highlighted how fragile this knowledge is in the overall population and the work educators and science communicators have ahead of them (Allchin, 2021 ; Maia et al, 2021 ). Beyond these long-standing science education goals, that is nature of science (NOS) and scientific inquiry (SI), different reform documents reinforce these aspects as science education outcomes (Lederman, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry

2022

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Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum.

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Who Speaks for Science?

Cited by 19 publications

References 58 publications

Ten competencies for the science misinformation crisis

Ten competencies for the science misinformation crisis

Catalyzing Conversations: Critical Thinking Skills to Win the Battle for Truth in the Post-Truth Era

The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry

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