المؤلفون: P. Citlally Jimenez, Ashley R. Alred, Jenny M. Dauer

المصدر: Frontiers in Education, Vol 9 (2024)

مصطلحات موضوعية: argumentation, scientific evidence, socioscientific issues, assumptions, science literacy, Education (General), L7-991

الوصف: IntroductionWe conducted research in a post-secondary, large-enrollment science literacy course that asks students to apply multidisciplinary scientific evidence when providing an argument about the potential social and ecological consequences of policy solutions to socioscientific issues (SSI).MethodsCoding schemes were developed to describe students’ levels of proficiency in constructing arguments about the nature of SSI systems and were created through inductive coding of student arguments about SSI systems embedded within a structured decision-making process.ResultsThe coding schemes included student practices in 1) providing reasoning about the potential consequences of multiple solutions for an SSI, 2) linking evidence to reasoning, and 3) sources of evidence. In the highest level in the reasoning coding scheme, students used clear and traceable scientific evidence to address an assumption by specifying how (a mechanism) or by how much, an SSI solution might satisfy a desired policy objective.DiscussionThe resulting framework describes how students apply multidisciplinary scientific evidence to support their SSI reasoning, which may aid researchers and educators in exploring how students interpret and integrate scientific evidence in an SSI-context, with the ultimate goal of bolstering students’ ability to reason about evidence outside the classroom.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/articles/10.3389/feduc.2024.1371095/fullTest; https://doaj.org/toc/2504-284XTest

الوصول الحر: https://doaj.org/article/3e7c777c55504e97bb03256f754221f0Test

المؤلفون: Kirstin Schmidt, Tom Rosman, Colin Cramer, Kris-Stephen Besa, Samuel Merk

المصدر: Frontiers in Education, Vol 7 (2022)

مصطلحات موضوعية: evidence-informed education, anecdotal evidence, confirmation bias, second-hand evaluation, scientific evidence, trust in science, Education (General), L7-991

الوصف: Teachers around the world are increasingly required by policy guidelines to inform their teaching practices with scientific evidence. However, due to the division of cognitive labor, teachers often cannot evaluate the veracity of such evidence first-hand, since they lack specific methodological skills, such as the ability to evaluate study designs. For this reason, second-hand evaluations come into play, during which individuals assess the credibility and trustworthiness of the person or other entity who conveys the evidence instead of evaluating the information itself. In doing so, teachers' belief systems (e.g., beliefs about the trustworthiness of different sources, about science in general, or about specific educational topics) can play a pivotal role. But judging evidence based on beliefs may also lead to distortions which, in turn, can result in barriers for evidence-informed school practice. One popular example is the so-called confirmation bias, that is, preferring belief-consistent and avoiding or questioning belief-inconsistent information. Therefore, we experimentally investigated (1) whether teachers trust knowledge claims made by other teachers and scientific studies differently, (2) whether there is an interplay between teachers' trust in these specific knowledge claims, their trust in educational science, and their global trust in science, and (3) whether their prior topic-specific beliefs influence trust ratings in the sense of a confirmation bias. In an incomplete rotated design with three preregistered hypotheses, N = 414 randomly and representative sampled in-service teachers from Germany indicated greater trust in scientific evidence (information provided by a scientific journal) compared to anecdotal evidence (information provided by another teacher on a teacher blog). In addition, we found a positive relationship between trust in educational science and trust in specific knowledge claims from educational science. Finally, participants also showed a substantial confirmation bias, as they trusted educational science claims more when these matched (rather than contradicted) their prior beliefs. Based on these results, the interplay of trust, first-hand evaluation, and evidence-informed school practice is discussed.

وصف الملف: electronic resource

العلاقة: https://www.frontiersin.org/articles/10.3389/feduc.2022.976556/fullTest; https://doaj.org/toc/2504-284XTest

الوصول الحر: https://doaj.org/article/445b972a056a46b88cafb1c386da388aTest

المؤلفون: Sebastian Leuzinger, Stephanie B. Borrelle, Rebecca M. Jarvis

المصدر: Frontiers in Education, Vol 4 (2019)

مصطلحات موضوعية: science app, media_common.quotation_subject, Smart device, Climate change, Science education, lcsh:Education (General), 050105 experimental psychology, Literacy, Education, law.invention, Scientific evidence, law, Political science, digital education, Science communication, Scientific consensus, Natural (music), gamification, 0501 psychology and cognitive sciences, global change, media_common, business.industry, 05 social sciences, 050301 education, Public relations, smart device app, lcsh:L7-991, business, 0503 education

الوصف: Global change clearly one of the most important issues of the twenty-first century. Understanding of the impacts of large-scale human activities on communities, and how the natural world is being affected is arguably the largest area of research outside of the health sciences, and the two are intricately linked. Yet despite scientific consensus on human-induced climate change, many publics remain divided about its existence and impacts. More alarming still are the contradictory positions from leading governments around the world to address climate change. The most convincing scientific evidence is in vain if scientists fail to communicate key facts to policy makers or to the general public. Here, we investigate various “snakes” (pitfalls) and “ladders” (emerging opportunities) in science communication. Using the example of the “Global Change App,” we argue that science education apps may be a promising and underrated way forward to improve how information is communicated between scientists, students and citizens. Smart device apps could be an effective way translate research outputs beyond scientific journals, support science teaching, and make information on global change more translatable and relevant to the general public.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e11511bc182341af639579e5a4023a12Test
https://doi.org/10.3389/feduc.2019.00138Test

المؤلفون: Bruno Cortegoso Prezenszky, Roseli Rodrigues de Mello, Denise Bachega, Ernesto Ferreira Galli

المصدر: Frontiers in Education, Vol 3 (2018)

مصطلحات موضوعية: education.field_of_study, Descriptive statistics, business.industry, school, violence against women, 05 social sciences, Population, Context (language use), Scientific literature, Public relations, lcsh:Education (General), Education, Scientific evidence, gender-based violence prevention, Transformative learning, gender-based violence, 050501 criminology, Sociology, lcsh:L7-991, education, business, Femicide, Inclusion (education), intervention, 0505 law

الوصف: The study aimed to provide scientific evidence to support school actions for the prevention of gender-based violence (GBV), specifically in the Brazilian context. Brazil presents high GBV indexes, ranking fifth in the world in femicide. With regard to violence in school, girls are the main victims of sexual-based violence and GBV. Preventive actions must be taken to avoid such occurrence. Searches conducted in Brazilian scientific databases retrieved no review of research on GBV prevention, so we conducted a thorough review of the topic, encountering a small number of articles in Brazilian databases. National and international scientific productions on the theme were compared to identify if the low production is characteristic only in Brazil or in the international context as well. Searches were conducted in Brazilian and international databases using GBV and school-related descriptors. A national data search retrieved 431 entries, while 222 papers were obtained in the international literature. The inclusion criteria for the analyses was the mention, in the abstract, of any form of action within school addressing GBV prevention. This screening selected 11 studies in the Brazilian databases and 30 articles in the international literature. Transformative or exclusionary elements were identified in the texts, focusing on different school levels and also lawmaking. Because of restrictions imposed by the data set, a descriptive analysis was conducted. In the international literature, it was possible to identify that recent research has been analyzing actions developed in schools aiming for GBV prevention and some of their impacts. Brazilian literature has been focusing primarily on describing actions rather than evaluating their impacts or describing GBV prevalence. The targeted population includes teachers, sports coaches, male and female students of different educational levels, whole school community, family, and surrounding communities. The actions described in the international dataset are most frequently conducted in an extracurricular context and are primarily focusing on raising awareness about GBV and on providing information. The Brazilian studies indicate few actions conducted within the school. The analysis indicated characteristics in school-actions that contribute to preventing and overcoming GBV, such as working with the whole school community, empowering women and strengthening egalitarian masculinities, bystander training, and implementing laws and policies.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::04ad27729bf7eefe876f4f46cef0f9d3Test
https://doi.org/10.3389/feduc.2018.00089Test