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ERIC Number: EJ1240921
Record Type: Journal
Publication Date: 2020-Jan
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
Evaluating Information: The Impact of Major, Class Standing, and Experience with Primary Literature
Stover, Shawn; Mabry, Michelle
Journal of College Science Teaching, v49 n3 p16-21 Jan 2020
Social media platforms and other internet sites may propagate inaccurate or misleading information. This misinformation encourages speculation, rumors, and mistrust in established science. In the current study, we attempted to determine whether biology and environmental science students at a small college are able to transfer their critical thinking skills to the assessment of online information. Students were presented with examples of internet-based information sources and asked to rate their reliability. Regardless of major, class standing, or experience with primary literature, students accurately rated the internet sources. Students also provided written rationales for their ratings. Although freshmen and sophomores had unsophisticated rationales, juniors and seniors were likely to base their rationales on the presence or absence of evidence, peer review, and publication in a scientific journal. Juniors or seniors with some experience in the analysis of primary literature were most likely to provide sophisticated, evidence-based rationales for their ratings.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A