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Stop the spread: Empowering students to address misinformation through community-engaged, interdisciplinary science
Shelby M Cagle1, Ashley A Anderson2, Nicole C Kelp1
1Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, Colorado, USA.
Journal of Research in Science Teaching
|May 14, 2025
Summary
This study developed a graduate course to equip STEM, journalism, and public health students with evidence-based strategies for combating science misinformation. The curriculum enhanced students
Area of Science:
- Science Communication
- Misinformation Studies
- Higher Education Pedagogy
Background:
- Teaching science effectively requires addressing widespread disinformation and misinformation.
- Inclusive and relational science communication strategies are crucial for tackling inaccurate information.
- Existing curricula often lack focus on community-engaged approaches to misinformation.
Purpose of the Study:
- To develop and evaluate an interdisciplinary graduate course focused on community-engaged science communication to address misinformation.
- To assess the course's impact on students' planned behaviors, attitudes, norms, and perceived control related to misinformation correction.
- To foster self-efficacy and a proactive mindset among future scientists for addressing misinformation within their communities.
Main Methods:
- Implemented an interdisciplinary graduate course for students in STEM, journalism/communication, and public health.
- Employed a mixed-methods approach, utilizing the Theory of Planned Behavior as a framework.
- Collected quantitative self-report data and qualitative interview data to assess course efficacy.
Main Results:
- Quantitative data showed increased subjective norms for misinformation correction and enhanced perceived behavioral control in science communication and civic engagement.
- Qualitative analysis revealed that students developed more concrete plans for employing inclusive approaches to address misinformation.
- The course successfully improved students' confidence and intentions to engage in science communication regarding misinformation.
Conclusions:
- Community-engaged curricula are vital for preparing scientists to address misinformation effectively.
- The developed course enhances students' mindset and self-efficacy in science communication and civic engagement.
- Interdisciplinary training is effective in equipping diverse students to combat science misinformation.
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