[对科学的知情信任:COVID - 19大流行对科学素养概念化的教训]。

Q2 Social Sciences Unterrichtswissenschaft Pub Date : 2022-01-01 Epub Date: 2022-10-27 DOI:10.1007/s42010-022-00159-6

Rainer Bromme

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引用次数: 1

摘要

对科学的知情信任对于公民对大流行的日常理解与科学知识动态发展状态之间的知识流动中的“接口”是必要的。这是本文的核心论题。没有科学，COVID-19大流行既无法理解也无法控制，要做到这一点，公民必须参与以科学为基础的知识。然而，这些知识是动态的(不断发展并与规范问题交织在一起)。此外，基于科学的知识与伪科学的贡献竞争。作为非专业人士，外行必须决定该信任谁。本文描述了作为知情信任的先决条件的功能性科学素养的概念。应在学校中教授判断知情信任的知识基础，并实践对科学相关知识主张的可信度进行理性判断。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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[Informed trust in science: lessons from the COVID 19 pandemic for the conceptualization of science literacy].

Informed trust in science is necessary for the 'interfaces' within the flow of knowledge between citizens' everyday understanding of the pandemic and the dynamically evolving state of knowledge in the sciences. This is the core thesis of this paper. Without science, the COVID-19 pandemic can neither be understood nor controlled, and for this to happen, citizens must engage with science based knowledge. However, such knowledge is dynamic (evolving and intertwined with normative issues). Furthermore, science based knowledge competes with pseudoscientific contributions. As non-experts, laypersons must therefore decide whom to trust. The paper describes the concept of functional scientific literacy as a prerequisite of informed trust. The knowledge bases for judgments of informed trust should be taught in school and judging rationally about the trustworthiness of science-related knowledge claims should be practiced.

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来源期刊

Unterrichtswissenschaft Social Sciences-Education

CiteScore

2.10

自引率

0.00%

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期刊介绍： Unterrichtswissenschaft – Zeitschrift für Lernforschung ("Journal for Teaching and Learning") publishes research on learning and instruction in pre-school, school, higher education, occupational settings and various informal learning environments. The journal presents theoretical approaches and empirical research findings to facilitate the advancement of further research and evidence-based practice in education. Unterrichtswissenschaft is therefore indispensable for researchers and students in the fields of transfer research, teaching quality and didactics. Unterrichtswissenschaft publishes original empirical studies, reviews, and theoretical articles in German and English. All articles are subject to double-blind peer review in order to meet the highest quality standards. Every issue contains a topical focus as well as unsolicited submissions, which are complemented by hot topic contributions. The journal has an international audience with a special focus on German-speaking countries. It is one of the three most-cited German journals in educational research as identified by a Cited Reference Search in Web of Science, PsychInfo, and Harzing''s Publish or Perish (1999-2010). About 50 % of the references in Web of Science can be found in English-language publications.