Influence of Public Engagement with Science on Scientific Information Literacy During the COVID‑19 Pandemic

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2021-08-30 DOI:10.1007/s11191-021-00261-8

Chao Gu, Yi Feng

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引用次数: 11

Abstract

During the COVID-19 pandemic, we are fighting not only the novel coronavirus, but also the “infodemic” induced by the pandemic. Therefore, it is urgent to explore approaches for enhancing individual immunity against science-related misinformation. We conducted a cross-sectional study to examine the relationship between public engagement with science (PES) and scientific information literacy (SIL) during the COVID-19 pandemic from college students (N = 8075) in China. The results showed that there was a significant difference between attitudes toward and activities of PES. More importantly, both PES activities and PES attitudes were found positively associated with SIL, especially the PES attitudes. The empirical study is significant in demonstrating the predictive effect of PES on individual ability to recognize science-related misinformation, which is crucial for mitigating harm from the “infodemic.” Our study indicated that other than a science communication model in order to restore public trust in science, PES is promising to be incorporated into informal science education to facilitate individual SIL.

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COVID - 19大流行期间公众参与科学对科学信息素养的影响

在2019冠状病毒病大流行期间，我们不仅要与新型冠状病毒作斗争，还要与疫情引发的“信息大流行”作斗争。因此，迫切需要探索提高个人对科学相关错误信息的免疫力的方法。我们进行了一项横断面研究，以检验中国大学生(N = 8075)在COVID-19大流行期间公众参与科学(PES)与科学信息素养(SIL)之间的关系。结果显示，小学生对PES的态度和活动存在显著差异。更重要的是，PES活动和PES态度都与SIL呈正相关，尤其是PES态度。实证研究在证明PES对个人识别科学相关错误信息能力的预测作用方面具有重要意义，这对于减轻“信息流行病”的危害至关重要。我们的研究表明，除了作为一种科学传播模式以恢复公众对科学的信任之外，PES有望被纳入非正式科学教育以促进个人的SIL。

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 & Education Social Sciences-Education

CiteScore

5.90

自引率

0.00%

发文量

1117

审稿时长

6-12 weeks

期刊介绍： Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education. Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science. The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes. The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy. Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.