Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9081
Title: High School Science Education in a “Post-Truth” Society: Confronting Confirmation Bias With Students and Teachers
Authors: Cottone, Amanda M.
Yoon, Susan A.
Chinn, Clark A.
Noushad, Noora F.
Hussain-Abidi, Huma
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Cottone, A. M., Yoon, S. A., Chinn, C. A., Noushad, N. F., & Hussain-Abidi, H. (2022). High school science education in a “post-truth” society: Confronting confirmation bias with students and teachers. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 91-98). International Society of the Learning Sciences.
Abstract: Incorporating the goals of a comprehensive epistemic education into K12 curricula is increasingly critical. In this study, we worked with high school biology students and teachers to evaluate how to enact strategies to counter confirmation bias while engaging in scientific modeling. We used a video-cued method in interviews with participants and then applied the AIR model to analyze responses. Findings show that most could identify biased epistemic processes. Additionally, teachers listened to some of their students’ evaluations and were surprised by what they heard. This suggests noticing students’ epistemic cognition in the classroom is difficult and engaging students in video-cued discussions about reliable scientific practices around a familiar activity may allow for learners’ thinking to become more visible. Keywords: Epistemic Cognition, Metacognition, Scientific Modeling, Biology Education
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.91
https://repository.isls.org//handle/1/9081
Appears in Collections:ISLS Annual Meeting 2022

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