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Engaging students in discussions about vaccine misinformation can improve their reasoning. Including informed peers in group and class discussions positively impacts others' understanding of vaccination evidence.

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Area of Science:

  • Science Education
  • Health Communication
  • Vaccinology

Background:

  • Informed health decisions, particularly regarding viruses and vaccines, are crucial in a pandemic era.
  • Science educators must understand students' reasoning processes concerning vaccination to foster informed decision-making.

Purpose of the Study:

  • To investigate eighth graders' reasoning about vaccination.
  • To analyze the impact of discussing false vaccine claims over four weeks on student reasoning.

Main Methods:

  • A five-phase procedure involving teacher presentations, small group discussions, and plenary sessions on vaccine misinformation and evidence.
  • Analysis of video-recorded group representative explanations during plenary discussions.
  • Video-recorded and analyzed interviews with eight students.

Main Results:

  • Inclusion of well-informed students in discussions positively influenced other students' reasoning about vaccines.
  • Encouraging students to present evidence during discussions enhanced their reasoning skills regarding vaccination.

Conclusions:

  • Collaborative learning environments, where students share evidence, can improve vaccination reasoning.
  • Future research should emphasize scientific knowledge and argumentation skills to further explore student reasoning on vaccination.