Reasoning on Controversial Science Issues in Science Education and Science Communication

Public perception of plant gene technologies worldwide in the light of food security

Achieving global food security is becoming increasingly challenging and many stakeholders around the world are searching for new ways to reach this demanding goal. Here we demonstrate examples of genetically modified and genome edited plants introduced to the market in different world regions. Transgenic crops are regulated based on the characteristics of the product in many countries including the United States and Canada, while the European Union, India, China and others regulate process-based i.e. on how the product was made. We also present the public perception of state-of-the-art plant gene technologies in different regions of the world in the past 20 years. The results of literature analysis show that the public in Europe and North America is more familiar with the notion of genome editing and genetically modified organisms than the public in other world regions.

Science Denial

Abstract. Science denial has adverse consequences at individual and societal levels and even for the future of our planet. The present article aimed to answer the question: What leads people to deny even the strongest evidence and distrust the scientific method? The article provides a narrative review of research on the underpinnings of science denial, with the main focus on climate change denial. Perspectives that are commonly studied separately are integrated. We review key findings on the roles of disinformation and basic cognitive processes, motivated reasoning (focusing on ideology and populism), and emotion regulation in potentially shaping (or not shaping) views on science and scientific topics. We also include research on youth, a group in an important transition phase in life that is the future decision-makers but less commonly focused on in the research field. In sum, we describe how the manifestations of denial can stem from cognitive biases, motivating efforts to find seemingly rational support for desirable conclusions, or attempts to regulate emotions when feeling threatened or powerless. To foster future research agendas and mindful applications of the results, we identify some research gaps (most importantly related to cross-cultural considerations) and examine the unique features or science denial as an object of psychological research. Based on the review, we make recommendations on measurement, science communication, and education.

Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies

In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]

Analysis of Data-Based Scientific Reasoning from a Product-Based and a Process-Based Perspective

In this study, we investigated participants’ reactions to supportive and anomalous data in the context of population dynamics. Based on previous findings on conceptions about ecosystems and responses to anomalous data, we assumed a tendency to confirm the initial prediction after dealing with contradicting data. Our aim was to integrate a product-based analysis, operationalized as prediction group changes with process-based analyses of individual data-based scientific reasoning processes to gain a deeper insight into the ongoing cognitive processes. Based on a theoretical framework describing a data-based scientific reasoning process, we developed an instrument assessing initial and subsequent predictions, confidence change toward these predictions, and the subprocesses data appraisal, data explanation, and data interpretation. We analyzed the data of twenty pre-service biology teachers applying a mixed-methods approach. Our results show that participants tend to maintain their initial prediction fully or change to predictions associated with a mix of different conceptions. Maintenance was observed even if most participants were able to use sophisticated conceptual knowledge during their processes of data-based scientific reasoning. Furthermore, our findings implicate the role of confidence changes and the influences of test wiseness.

High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science

For high school students to develop scientific understanding and reasoning, it is essential that they engage in epistemic cognition and scientific argumentation. In the current study, we used the AIR model (i.e., Aims and values, epistemic Ideals, and Reliable processes) to examine high school students’ epistemic cognition and argumentation as evidenced in collaborative discourse in a science classroom. Specifically, we employed a qualitative case study approach to focus on four small-group discussions about scientific phenomena during the Quality Talk Science intervention (QTS), where students regularly received explicit instruction on asking authentic questions and engaging in argumentation. In total, five categories of epistemic ideals and five categories of reliable processes were identified. Students demonstrated more instances of normative epistemic ideals and argumentative responses in the discussions after they received a revised scientific model for discussion and explicit instruction on argumentation. Concomitantly, there were fewer instances of students making decisions based on process of elimination to determine a correct scientific claim. With respect to the relationship of epistemic cognition to authentic questioning and argumentation, the use of epistemic ideals seemed to be associated with the initiation of authentic questions and students’ argumentation appeared to involve the use of epistemic ideals.