"It Should at Least Seem Scientific!" Textual Features of "Scientificness" and Their Impact on Lay Assessments of Online Information

Autor/inn/en	Thomm, Eva; Bromme, Rainer
Titel	"It Should at Least Seem Scientific!" Textual Features of "Scientificness" and Their Impact on Lay Assessments of Online Information
Quelle	In: Science Education, 96 (2012) 2, S.187-211 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20480
Schlagwörter	Foreign Countries; Internet; Expertise; Evaluative Thinking; College Students; Medicine; Environmental Education; Replication (Evaluation); Experiments; Web Sites; Information Sources; Credibility; Information Literacy; Beliefs; Statistical Analysis; Questionnaires; Scientific Literacy; Science and Society; Discourse Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Expert appraisal; Collegestudent; Medizin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Erprobung; Web-Design; Information source; Informationsquelle; Glaubwürdigkeit; Informationskompetenz; Belief; Glaube; Statistische Analyse; Fragebogen; Diskursanalyse; Deutschland
Abstract	The Internet is a convenient source of information about science-based topics (e.g., health matters). Whereas experts are familiar with the conventions of "true" scientific discourse and the assessment of scientific information, laypeople may have great difficulty choosing among, evaluating, and deciding on the vast amount of information available online on the basis of their fragmentary understanding of science. The evaluation of science-based text information may require an (at least rudimentary) understanding of the norms of scientific discourse. Two studies investigated whether laypeople have an adequate grasp of what makes a text scientific and whether their perceptions of text "scientificness" contribute to their evaluation of the credibility of online text information. Furthermore, we investigated whether laypeople distinguish between their own judgments of science-based information and those they expect experts to make, indicating a divergence between their understanding of "official science" and their personal beliefs. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10