{"title":"土耳其中学生对疫苗接种谬论的评价。","authors":"Ertan Cetinkaya, Deniz Saribas","doi":"10.1007/s11422-022-10144-1","DOIUrl":null,"url":null,"abstract":"<p><p>In today's world, there is too much information pollution and people circulate it without questioning, and the claims on controversial issues often contain fallacies and conspiracy theories. Considering this point of view, it is necessary to create citizens who critically evaluate information. In order to achieve this goal, science educators need to address students' evaluation of fallacies on controversial issues. The aim of the present study, thus, is to explore eighth graders' evaluation of fallacies about vaccination. We used case study in the study in which 29 eighth grade students participated. We adapted a rubric that was developed by Lombardi et al. (Int J Sci Educ 38(8):1393-1414, 2016. https://doi.org/10.1080/09500693.2016.1193912) to assess students' evaluation levels between claims and evidence and used it to analyze students' evaluations of each fallacy in groups and individually. The findings of this study indicate that students were mostly unable to evaluate claims and evidence critically. We advocate that attempts should be made so that students cope with misinformation and disinformation, ensuring that they establish a consistent relationship between claim and the evidence, and the social and cultural factors that affect their evaluation of false claims should be identified. The implications of this study suggest to make deliberate attempts in order to enable middle school students to evaluate claims and evidence critically in various science topics, particularly in health issues, due to the COVID-19 pandemic. Implications of the present research include suggestion of a method including discussions of fallacies about controversial issues and utilizing additional data sources such as interviews to reveal student ideas in-depth and analyze students' decision-making skills.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9938733/pdf/","citationCount":"0","resultStr":"{\"title\":\"Turkish middle school students' evaluation of fallacious claims about vaccination.\",\"authors\":\"Ertan Cetinkaya, Deniz Saribas\",\"doi\":\"10.1007/s11422-022-10144-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>In today's world, there is too much information pollution and people circulate it without questioning, and the claims on controversial issues often contain fallacies and conspiracy theories. Considering this point of view, it is necessary to create citizens who critically evaluate information. In order to achieve this goal, science educators need to address students' evaluation of fallacies on controversial issues. The aim of the present study, thus, is to explore eighth graders' evaluation of fallacies about vaccination. We used case study in the study in which 29 eighth grade students participated. We adapted a rubric that was developed by Lombardi et al. (Int J Sci Educ 38(8):1393-1414, 2016. https://doi.org/10.1080/09500693.2016.1193912) to assess students' evaluation levels between claims and evidence and used it to analyze students' evaluations of each fallacy in groups and individually. The findings of this study indicate that students were mostly unable to evaluate claims and evidence critically. We advocate that attempts should be made so that students cope with misinformation and disinformation, ensuring that they establish a consistent relationship between claim and the evidence, and the social and cultural factors that affect their evaluation of false claims should be identified. The implications of this study suggest to make deliberate attempts in order to enable middle school students to evaluate claims and evidence critically in various science topics, particularly in health issues, due to the COVID-19 pandemic. Implications of the present research include suggestion of a method including discussions of fallacies about controversial issues and utilizing additional data sources such as interviews to reveal student ideas in-depth and analyze students' decision-making skills.</p>\",\"PeriodicalId\":47132,\"journal\":{\"name\":\"Cultural Studies of Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-02-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9938733/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cultural Studies of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11422-022-10144-1\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CULTURAL STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural Studies of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11422-022-10144-1","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CULTURAL STUDIES","Score":null,"Total":0}
Turkish middle school students' evaluation of fallacious claims about vaccination.
In today's world, there is too much information pollution and people circulate it without questioning, and the claims on controversial issues often contain fallacies and conspiracy theories. Considering this point of view, it is necessary to create citizens who critically evaluate information. In order to achieve this goal, science educators need to address students' evaluation of fallacies on controversial issues. The aim of the present study, thus, is to explore eighth graders' evaluation of fallacies about vaccination. We used case study in the study in which 29 eighth grade students participated. We adapted a rubric that was developed by Lombardi et al. (Int J Sci Educ 38(8):1393-1414, 2016. https://doi.org/10.1080/09500693.2016.1193912) to assess students' evaluation levels between claims and evidence and used it to analyze students' evaluations of each fallacy in groups and individually. The findings of this study indicate that students were mostly unable to evaluate claims and evidence critically. We advocate that attempts should be made so that students cope with misinformation and disinformation, ensuring that they establish a consistent relationship between claim and the evidence, and the social and cultural factors that affect their evaluation of false claims should be identified. The implications of this study suggest to make deliberate attempts in order to enable middle school students to evaluate claims and evidence critically in various science topics, particularly in health issues, due to the COVID-19 pandemic. Implications of the present research include suggestion of a method including discussions of fallacies about controversial issues and utilizing additional data sources such as interviews to reveal student ideas in-depth and analyze students' decision-making skills.
期刊介绍:
Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration.
This journal
focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;
publishes articles that have an explicit and appropriate connection with and immersion in cultural studies;
seeks articles that have theory development as an integral aspect of the data presentation;
establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy;
builds new communities at the interface of currently distinct discourses;
aims to be a catalyst that forges new genres of and for scholarly dissemination;
provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars;
publishes manuscripts that encompass all forms of scholarly activity;
includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.