Students Need More than Content Knowledge to Counter Vaccine Hesitancy

Autor/inn/en	Lee, Star W.; Tran, Stacy
Titel	Students Need More than Content Knowledge to Counter Vaccine Hesitancy
Quelle	In: Journal of Microbiology & Biology Education, 24 (2023) 2, (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	Undergraduate Students; Immunization Programs; Decision Making; Science Education; Prior Learning; Course Content; Biology; Diseases; Persuasive Discourse; Student Attitudes; Scientific Literacy + Suchen Sie Ihr Suchwort? Immunisierung; Decision-making; Entscheidungsfindung; Naturwissenschaftliche Bildung; Vorkenntnisse; Kursprogramm; Biologie; Disease; Krankheit; Persuasion; Persuasive Kommunikation; Schülerverhalten
Abstract	To better prepare undergraduate students as informed citizens, they need skills to evaluate and interpret scientific data that are relevant to real world scenarios. Socioscientific issues are typically complicated or debatable issues that require individuals to evaluate their background knowledge and make decisions with respect to social and cultural contexts. Incorporation of socioscientific issues into a course allows students opportunities to demonstrate their argumentation skills. In this study, we investigated the relationship between students' biological content knowledge and their argumentation skills. We evaluated students' content knowledge of primary research articles on mRNA vaccine development and clinical trials. There was no correlation of content knowledge and students' argumentation skills to counter vaccine hesitancy. While most students demonstrated understanding of the primary research articles, almost half the students did not include specific biological knowledge in their arguments, indicating they had difficulty in applying their knowledge to the real world. These results suggest there is a need to provide students with additional opportunities to practice and develop their argumentation skills with respect to socioscientific issues. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01