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      Reconceptualizing nature‐of‐science education in the age of social media

      1 , 2
      Science Education
      Wiley

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          Science as Social Knowledge: Values and Objectivity in Scientific Inquiry

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            What ?ideas-about-science? should be taught in school science? A Delphi study of the expert community

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              Ideology, motivated reasoning, and cognitive reflection

              Decision scientists have identified various plausible sources of ideological polarization over climate change, gun violence, national security, and like issues that turn on empirical evidence. This paper describes a study of three of them: the predominance of heuristic-driven information processing by members of the public; ideologically motivated reasoning; and the cognitive-style correlates of political conservativism. The study generated both observational and experimental data inconsistent with the hypothesis that political conservatism is distinctively associated with either unreflective thinking or motivated reasoning. Conservatives did no better or worse than liberals on the Cognitive Reflection Test (Frederick, 2005), an objective measure of information-processing dispositions associated with cognitive biases. In addition, the study found that ideologically motivated reasoning is not a consequence of over-reliance on heuristic or intuitive forms of reasoning generally. On the contrary, subjects who scored highest in cognitive reflection were the most likely to display ideologically motivated cognition. These findings corroborated an alternative hypothesis, which identifies ideologically motivated cognition as a form of information processing that promotes individuals’ interests in forming and maintaining beliefs that signify their loyalty to important affinity groups. The paper discusses the practical significance of these findings, including the need to develop science communication strategies that shield policy-relevant facts from the influences that turn them into divisive symbols of political identity.
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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                Science Education
                Science Education
                Wiley
                0036-8326
                1098-237X
                July 2020
                March 15 2020
                July 2020
                : 104
                : 4
                : 641-666
                Affiliations
                [1 ]Faculty of Education, Physics Education GroupUniversity of Hamburg Hamburg Germany
                [2 ]Minnesota Center for the Philosophy of ScienceUniversity of Minnesota Minneapolis Minnesota
                Article
                10.1002/sce.21575
                ba3f5b11-69bf-46b7-81c2-56b6b238dfcb
                © 2020

                http://creativecommons.org/licenses/by-nc/4.0/

                http://doi.wiley.com/10.1002/tdm_license_1.1

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