土耳其中学生对疫苗接种谬论的评价。

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES Cultural Studies of Science Education Pub Date : 2023-02-18 DOI:10.1007/s11422-022-10144-1
Ertan Cetinkaya, Deniz Saribas
{"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}
引用次数: 0

摘要

当今世界,信息污染太严重,人们不加质疑地传播这些信息,而关于有争议问题的说法往往含有谬误和阴谋论。有鉴于此,我们有必要培养能够对信息进行批判性评估的公民。为了实现这一目标,科学教育工作者需要解决学生对有争议问题的谬误进行评价的问题。因此,本研究旨在探讨八年级学生对疫苗接种谬误的评价。我们在研究中采用了案例研究法,共有 29 名八年级学生参与。我们改编了 Lombardi 等人(Int J Sci Educ 38(8):1393-1414, 2016. https://doi.org/10.1080/09500693.2016.1193912)开发的评估学生在主张和证据之间的评价水平的评分标准,并用它来分析学生以小组和个人为单位对每个谬误的评价。本研究的结果表明,学生大多不能批判性地评价主张和证据。我们主张应尝试让学生应对错误信息和虚假信息,确保他们在主张和证据之间建立一致的关系,并找出影响他们对虚假主张进行评价的社会和文化因素。本研究的启示是,由于 COVID-19 的流行,为了使中学生能够批判性地评价各种科学课题中的主张和证据,特别是在健康问题上,应进行深思熟虑的尝试。本研究的启示包括建议一种方法,包括对有争议问题的谬误进行讨论,并利用访谈等其他数据来源深入揭示学生的想法,分析学生的决策技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

摘要图片

摘要图片

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
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.
期刊最新文献
STEM learning as care work Languaging-as-practice in science education: an alternative to metaphors of language-as-tool “The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1