Science Education as a Barrier Against “Fake Health News”

Keselman, Alla; Smith, Catherine Arnott; Leroy, Gondy; Kaufman, David R.

doi:10.1007/978-3-030-75297-2_12

Cited by 2 publications

(2 citation statements)

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“…Keselman and her colleagues recently introduced into S|E|H the investigation of fake news-and how it could be neutralized by science education. They see the conceptual understanding of biomedicine as a key factor for laypersons' ability to evaluate the quality of health information resources and health claims, particularly in online settings [27].…”

Section: Concern 2: the Role Of Knowledge In S|e|hmentioning

confidence: 99%

Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times

Zeyer

2022

Sustainability

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This conceptual paper starts by outlining six important concerns of Science|Environment|Health (S|E|H), a new pedagogy of science that has been developed during the last decade by a Special Interest Group of the ESERA community. The paper points out that the importance of these six concerns even increased during the SARS-CoV-2 pandemic. They play an essential role in preparing future citizens not only for coping with the pandemic but in general with other great challenges that lie ahead of our world. In this way S|E|H is naturally connected to the UN Sustainable Development Goals, and the paper discusses how S|E|H work in recent years may inspire education for sustainable development. The six concerns are: (1) the question of curricular change, (2) the role of knowledge in S|E|H contexts, (3) the danger of scientism and the tension between individual and political responsibility, (4) decision-making in S|E|H contexts, (5) the challenge of coping with uncertainty, and (6) the question of scientific holism. Structured by these concerns, the paper reviews recent research of the S|E|H community. These findings are reframed by the Two-Eyed Seeing approach that has recently found growing interest in the S|E|H community. This new approach distinguishes between the scientific image and the life-world image on an ontological basis, which helps to disentangle the six concerns and to provide a framework for tackling them in teacher education and educational research—in S|E|H contexts and also in education for sustainable development.

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Section: Concern 2: the Role Of Knowledge In S|e|hmentioning

confidence: 99%

Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times

Zeyer

2022

Sustainability

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“…In the context of misleading information, education can be viewed as an essential tool for enabling society to address this current issue. Previous scholars have pointed out the importance of education for coping with fake news (Black & Fullerton, 2020;Keselman et al, 2021;Santin, 2021). Specifically, in the case of the environment, environmental education plays an important role and can be considered a strategy for changing attitudes toward the future (Carvalho, 2001;Latif et al, 2013;Novo, 2009;Varela-Candamio et al, 2018;Zsóka et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Environmental Issues on Tiktok: Topics and Claims of Misleading Information

Pereira,

2024

JBSE

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In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as #climatechange, #sustainability, #pollution, #biodiversity, #environmentalprotection, #environmentalissues, #energysource, and #environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as non-pollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced. Keywords: TikTok videos, misleading information, environmental issues, content analysis, science education

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Science Education as a Barrier Against “Fake Health News”

Cited by 2 publications

References 50 publications

Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times

Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times

Environmental Issues on Tiktok: Topics and Claims of Misleading Information

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