ERIC Number: EJ1217479
Record Type: Journal
Publication Date: 2019-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
How Can Educators Confront Science Denial?
Educational Researcher, v48 n4 p229-238 May 2019
An unwillingness to consider empirical evidence that contradicts one's desired conclusion, or science denial, is an enormous barrier to producing an informed citizenry. This essay explores literature on conceptual change and motivation to put forth fresh ideas on how curricula can foster science acceptance, or the willingness to engage in critical evaluation of evidence even when it holds potential to contradict one's preferred conclusion. Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial. The model guides the proposal of several design principles for creating instruction that is likely to foster science acceptance, and puts forth the evidence-laden narrative as an exemplar. This essay calls for instructional methods that facilitate motivation toward accuracy goals by fulfilling basic psychological needs as students engage in accuracy-oriented reasoning while evaluating evidence. The conclusion suggests further lines of research that might improve our understanding of science denial and how it can be confronted in the classroom.
Descriptors: Defense Mechanisms, Evaluative Thinking, Evidence, Negative Attitudes, Psychological Needs, Concept Formation, Teaching Methods, Accuracy, Student Motivation, Persuasive Discourse, Attitude Change, Self Determination, World Views, Resistance to Change, Instructional Design, Teacher Role, Personal Narratives, College Students, College Faculty, Introductory Courses, Biology, Immunization Programs, Controversial Issues (Course Content), Science Instruction, Goal Orientation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A