Abstract
The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequently applied to science education. Generating evidence-based justifications for claims is central in scientific and informal reasoning. This study aims to describe attitudes and their justifications within the argumentations of a random online sample (N = 398) when reasoning informally on selected CSI. Following a deductive-inductive approach and qualitative content analysis of written open-ended answers, we identified five types of justifications based on a fine-grained category system. The results suggest a topic-specificity of justifications referring to specific scientific data, while justifications appealing to authorities tend to be common across topics. Subjective, and therefore normative, justifications were slightly related to conspiracy ideation and a general rejection of the scientific consensus. The category system could be applied to other CSI topics to help clarify the relation between scientific and informal reasoning in science education and communication.
Highlights
The OECD Learning Compass 2030 [1] highlights the rapid changes confronting our society and, the importance of adaptive education in formal and informal learning environments
Subjective justifications refer to normative statements that are grounded in values and beliefs
The task of fostering reasoning and argumentation competency goes beyond formal education in school and university [4]
Summary
The OECD Learning Compass 2030 [1] highlights the rapid changes confronting our society and, the importance of adaptive education in formal and informal learning environments. It emphasizes the need to think and act responsibly “towards collective well-being” [1] based on knowledge, attitudes, values, and skills (including reasoning and critical thinking) as a 21st-century goal [1]. In contrast to this goal, science denial poses a constant or even growing challenge for society [2] and science education [3]. SSI are scientific topics that are often discussed controversially by the public [6] They are well-acknowledged as contexts for science learning [7,8], as the SSI approach integrates scientific, sociological, and ethical content to foster reasoning on complex questions [9]. The current COVID-19 pandemic illustrates the rise in controversy between society and science and, in doubt about scientific findings [10]
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