How Can Educators Confront Science Denial?

Autor/in	Darner, Rebekka
Titel	How Can Educators Confront Science Denial?
Quelle	In: Educational Researcher, 48 (2019) 4, S.229-238 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Darner, Rebekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19849415
Schlagwörter	Defense Mechanisms; Evaluative Thinking; Evidence; Negative Attitudes; Psychological Needs; Concept Formation; Teaching Methods; Accuracy; Student Motivation; Persuasive Discourse; Attitude Change; Self Determination; World Views; Resistance to Change; Instructional Design; Teacher Role; Personal Narratives; College Students; College Faculty; Introductory Courses; Biology; Immunization Programs; Controversial Issues (Course Content); Science Instruction; Goal Orientation + Suchen Sie Ihr Suchwort? Abwehrverhalten; Evidenz; Negative Fixierung; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Persuasion; Persuasive Kommunikation; Attitudinal change; Einstellungsänderung; Selbstbestimmung; World view; Weltanschauung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerrolle; Erlebniserzählung; Collegestudent; Fakultät; Einführungskurs; Biologie; Immunisierung; Controversial issues; Kontroverse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zielorientierung; Zielvorstellung
Abstract	An unwillingness to consider empirical evidence that contradicts one's desired conclusion, or science denial, is an enormous barrier to producing an informed citizenry. This essay explores literature on conceptual change and motivation to put forth fresh ideas on how curricula can foster science acceptance, or the willingness to engage in critical evaluation of evidence even when it holds potential to contradict one's preferred conclusion. Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial. The model guides the proposal of several design principles for creating instruction that is likely to foster science acceptance, and puts forth the evidence-laden narrative as an exemplar. This essay calls for instructional methods that facilitate motivation toward accuracy goals by fulfilling basic psychological needs as students engage in accuracy-oriented reasoning while evaluating evidence. The conclusion suggests further lines of research that might improve our understanding of science denial and how it can be confronted in the classroom. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01