打击课堂上的阴谋:教师的策略和预期结果

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lee Jerome, Ben Kisby, Steve McKay
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引用次数: 0

摘要

本文利用专门委托进行的一项代表性调查的数据,研究了教师如何看待青少年在学校环境中参与各种不同的阴谋论,以及他们如何应对这些阴谋论。约 40% 的教师表示遇到过支持阴谋论的学生。作为回应,教师们使用了一系列相互矛盾的策略,包括开放讨论、关闭讨论、在课堂上质疑学生以及将个人作为安全问题上报。研究证据表明,其中几种策略很可能是无效的,甚至会适得其反,强化阴谋论思想。因此,很少有教师报告成功的应对措施,这也就不足为奇了。文章最后指出,有证据表明,没有做好准备的教师在学校面对阴谋论可能会产生负面影响,这意味着教师需要通过培训、支持和进一步研究来更好地装备自己。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes

Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes

This article draws on data from a specially commissioned representative survey, which elicited responses from 7691 teachers in primary and secondary schools in England, to examine how teachers perceive young people's engagement with a variety of different conspiracy theories in school settings and how they respond to them. Approximately 40% of teachers report encountering students who supported conspiracy theories. In response, teachers use a wide range of contradictory strategies, including opening up discussion, closing it down, challenging students in class and reporting individuals as safeguarding concerns. The research evidence suggests that several of these strategies are likely to be ineffective or even backfire to reinforce conspiracy thinking. Unsurprisingly then, few teachers report successful responses. The article concludes that the evidence of possible negative impacts of unprepared teachers confronting conspiracy theories at school means that teachers need to be better equipped through training, support and further research.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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