Science education against misinformation: an educational intervention in upper-secondary schools

This study investigates the efficacy of a targeted educational intervention to support upper secondary students’ critical thinking and scientific literacy to counteract misinformation. We used a mixed-methods approach with a pre-test, instructional sessions, and a post-test, engaging 235 students across diverse study programmes in seven upper-secondary Swedish schools. Findings indicate significant improvements in students’ ability to identify the importance of scientific consensus, credible sources, trust in scientific methodologies, and peer review. The intervention improved students’ source evaluation and understanding of scientific consensus, but gains in engaging with scientific uncertainty and epistemic trust were more modest. Our findings align with the call for science education to promote informed trust and the competent outsider emphasising the critical evaluation of sources and understanding of the scientific process to support students’ abilities to evaluate misinformation. We also identify a need for future research with updated materials and students from other levels of schooling. The study contributes to the growing body of literature on science education’s role in combating misinformation, highlighting the necessity for ongoing research into effective teaching and learning strategies in relation to the evolving digital information landscape.

本研究旨在评估一项针对性教育干预措施的效果，该措施用于支持高中阶段学生的批判性思维与科学素养，以对抗虚假信息。本研究采用混合研究方法（mixed-methods approach），包含前测（pre-test）、教学环节与后测（post-test），共招募瑞典7所高中、覆盖不同学习项目的235名学生参与。研究结果显示，学生在识别科学共识（scientific consensus）、可信信源、对科学方法论的信任以及同行评议（peer review）的重要性方面的能力均有显著提升。本次干预提升了学生的信源评估能力与对科学共识的理解，但学生在应对科学不确定性以及认知信任（epistemic trust）方面的提升则相对有限。本研究结果契合当前科学教育领域的呼吁：推动知情信任（informed trust）与胜任局外人（competent outsider）理念的发展，强调通过对信源的批判性评估与对科学过程的理解，助力学生提升评估虚假信息的能力。本研究同时指出，未来需开展使用更新教学材料、覆盖不同学段学生的相关研究。本研究为探讨科学教育在对抗虚假信息中的作用的日益丰富的研究文献增添了新成果，并强调：针对不断演变的数字信息环境，亟需持续开展关于高效教学与学习策略的研究。