The post-truth era and how science education keeps ignoring it

IF 44.7 1区综合性期刊 Q1 MULTIDISCIPLINARY SCIENCES

Science Pub Date : 2025-05-02 DOI:10.1126/science.adx5458

Sibel Erduran

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Abstract

The term “post-truth” has been used to characterize the contemporary era . Designated as the word of the year in 2016 by the Oxford English Dictionary , “post-truth” refers to “relating to or denoting circumstances in which objective facts are less influential in shaping political debate or public opinion than appeals to emotion and personal belief.” Authors advocate that more needs to be done to address the adverse effects of post-truth, such as misinformation , and to help people cope with it. But what exactly needs to be done? Take the science education ecosystem, for example: What are the implications for science curricula in schools and universities? How should school science teachers and university lecturers teach? One way of dealing with post-truth is to focus on the nature and importance of scientific evidence to counter proliferation of misinformation. My own research group has been investigating strategies to support evidence-based reasoning in secondary school science lessons for more than 25 years. Our work has highlighted how students’ skills in evidence-based reasoning can be supported through resources and pedagogical strategies .

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后真相时代以及科学教育如何一直忽视它

“后真相”一词被用来描述当代。“后真相”被《牛津英语词典》选为2016年度词汇，指的是“与客观事实在塑造政治辩论或公众舆论方面的影响力不如诉诸情感和个人信仰的情况有关或表示这种情况”。作者们主张，需要做更多的工作来解决后真相的负面影响，比如错误信息，并帮助人们应对它。但究竟需要做些什么呢？以科学教育生态系统为例：这对中小学和大学的科学课程有什么影响？学校科学教师和大学讲师应该如何教学？应对后真相的一种方法是关注科学证据的性质和重要性，以遏制错误信息的扩散。25年来，我自己的研究小组一直在研究在中学科学课程中支持循证推理的策略。我们的工作强调了如何通过资源和教学策略来支持学生的循证推理技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Science 综合性期刊-综合性期刊

CiteScore

61.10

自引率

0.90%

发文量

审稿时长

2.1 months

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