Learning to Evaluate Science (Mis)Information on the Internet

• In Event: Analyzing Youths' and Teachers' Science Practices as a Vital Part of Learning and Instruction

Abstract

Students frequently turn to the internet for information about scientific issues. However, they can find it challenging to evaluate the credibility of the information they find. This study reports on a series of activities designed to teach students to use online reasoning strategies to evaluate science information on the internet. Forty-five ninth grade students participated in 11 activities. They completed pre and post-tests composed of three constructed response items. Students’ scores improved significantly on all three tasks: evaluating source trustworthiness, relevant expertise, and alignment with scientific consensus. These results suggest that teaching ideas about science along with online reasoning strategies has the potential to help students evaluate scientific information encountered on the internet.

Authors

• Daniel Pimentel, University of Alabama
  Presenting Author

• Jonathan F. Osborne, Stanford University
  Non-Presenting Author