2022
DOI: 10.15294/jpii.v11i2.35768
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Students’ Knowledge and Attitudes toward Science: Its Correlation on Students’ Disbelief in Non-Scientific Misinformation

Abstract: Immense students’ belief in misinformation indicates the less optimized quality of science education. However, research that analyzes the predictors of this problem is still rarely done. Biology knowledge (BK) depicts the level of biological information mastered by students; attitude toward science (ATS) is related to students' views when participating in science learning; while disbelief in conspiracy theories (DiCT) describes a person's ability to examine information that contradicts scientific truth. The cu… Show more

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Cited by 3 publications
(3 citation statements)
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“…Henceforth, it can be witnessed for science literacy educators that quoting students' attitudinal aspects in evaluating their performance must be imperative to create an assessment more responsive to the student's behaviour, attitude, and motivation. Adjusting course evaluation regarding those affective factors is the principle of authentic assessment of science education (Ratini et al, 2018;Nurjati et al, 2022, Salamah et al, 2022Rofieq & Fauzi, 2022). Effective science literacy courses should be more sensitive to elicit this factor for their class assessment criteria.…”
Section: Resultsmentioning
confidence: 99%
“…Henceforth, it can be witnessed for science literacy educators that quoting students' attitudinal aspects in evaluating their performance must be imperative to create an assessment more responsive to the student's behaviour, attitude, and motivation. Adjusting course evaluation regarding those affective factors is the principle of authentic assessment of science education (Ratini et al, 2018;Nurjati et al, 2022, Salamah et al, 2022Rofieq & Fauzi, 2022). Effective science literacy courses should be more sensitive to elicit this factor for their class assessment criteria.…”
Section: Resultsmentioning
confidence: 99%
“…Third, by wrapping the target object, namely by beautifying it into something ideal so that what is called artistic, literary and mythological values that have an ethical or moral content are realized. The first model is called scientific knowledge (Hill et al, 2020), the second model is called non-scientific knowledge (Rofieq & Fauzi, 2022), and the third model is called pre-scientific knowledge (Bell, n.d.). Of these three models of human knowledge, only the first model can be called scientific knowledge or science.…”
Section: History Of the Development Of Philosophymentioning
confidence: 99%
“…Critical thinking, characterized by the ability to analyze, evaluate, and synthesize information, serves as the bridge between metacognition and deep understanding (Scott 2015). Encouraging students to question assumptions, assess evidence, and engage in rigorous reasoning not only enriches their comprehension of subjects but also equips them to discern between reliable sources and misinformation (Rofieq and Fauzi 2022;Rupp 2019). The symbiotic relationship between metacognition and critical thinking compels students to reflect not only on what they are learning but also on how they are learning it.…”
Section: Introductionmentioning
confidence: 99%