Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change

Autor/inn/en	Sinatra, Gale M.; Kienhues, Dorothe; Hofer, Barbara K.
Titel	Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change
Quelle	In: Educational Psychologist, 49 (2014) 2, S.123-138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2014.916216
Schlagwörter	Social Attitudes; Scientific Attitudes; Abstract Reasoning; Attitude Change; Misconceptions; Scientific Principles; Scientific Literacy; Epistemology; Cognitive Processes; Bias + Suchen Sie Ihr Suchwort? Social attidude; Soziale Einstellung; Abstraktes Denken; Denken; Attitudinal change; Einstellungsänderung; Missverständnis; Erkenntnistheorie; Cognitive process; Kognitiver Prozess
Abstract	Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about knowledge and the processes of knowing, the challenge of overcoming biases in that reasoning, and the challenge of overcoming misconceptions. We propose that research in epistemic cognition, motivated reasoning, and conceptual change can help to identify, understand, and address these obstacles for public understanding of science. We explain the contributions of each of these areas in providing insights into the public's understandings and misunderstandings about knowledge, the nature of science, and the content of science. We close with educational recommendations for promoting scientific literacy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10