Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9946
Title: Preparing Students for a “Post-Truth” World: The Epistemic Unfriendliness of Science Curricula
Authors: Chinn, Clark A.
Kalu-Mamji, Hera
Boyle, Brydie
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Chinn, C. A., Kalu-Mamji, H., & Boyle, B. (2023). Preparing students for a “post-truth” world: The epistemic unfriendliness of science curricula. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1458-1461). International Society of the Learning Sciences.
Abstract: The contemporary information society is “epistemically unfriendly”—that is, it is rife with often confusing, conflicting information that varies dramatically in quality. To prepare students for the epistemic unfriendliness of the contemporary world, it is vital that students be exposed to some of this unfriendliness in school so that they can learn to cope with it. But to what extent do existing curricula expose students to epistemic unfriendliness (e.g., various kinds of poor evidence, various kinds of trustworthy sources, etc.)? Using the Grasp of Evidence framework to guide our analysis, we provide a preliminary analysis of the extent to which five selected researcher-developed science curricula expose students to epistemic unfriendliness. Our results to date indicate that students may get relatively few opportunities to engage with poor evidence and sources on the dimensions of evaluation, integration, and lay use of evidence.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.890388
https://repository.isls.org//handle/1/9946
Appears in Collections:ISLS Annual Meeting 2023

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