Shunning the Evidence: Why Do Some Students Bypass Reasoning About Controversial Claims in Science?

• In Event: Epistemic Beliefs and Learning and Reasoning About Texts

Abstract

Students' willingness to use evidence or affect-laden information to inform their belief about a science topic depends partially upon the epistemic basis of their prior beliefs. Students read eight texts that provided evidence objectively relevant to the theory of evolution or information about emotional consequences of accepting evolution. Students wrote essays describing reasons for their beliefs about evolution and rated their prospective likelihood of using information from each of the texts in order to support their belief. Results indicated that many participants selectively used text information that they acknowledged was less evidence-based and more emotion-based. This selective use of information was predicted by whether readers previously reported basing their evolution beliefs in evidence or emotional motivations.

Authors

• Carlos R. Salas, University of Illinois at Chicago

• Thomas D. Griffin, University of Illinois at Chicago