针对高中生科学虚假信息的干预措施的影响
Carlo Martini1,2, Mara Floris3, Piero Ronzani4
1Vita Salute San Raffaele University, Milan, Italy. martini.carlo@hsr.it.
Scientific reports
|October 1, 2025
概括
三项教育干预措施未能显著提高高中生在现实课堂环境中识别科学虚假信息的能力. 公民在线推理 (COR) 显示了小组的间接好处,而免疫接种 (INOC) 增加了不合理的怀疑.
科学领域:
- 数字识字教育数字识字教育
- 科学沟通科学沟通
- 教育心理学教育心理学
背景情况:
- 识别科学虚假信息对于知情决策至关重要.
- 以前的研究表明,干预在受控环境中的有效性.
- 将教育策略扩展到现实世界环境中提出了独特的挑战.
研究的目的:
- 评估公民在线推理 (COR),认知偏见 (CB) 和注射 (INOC) 干预措施的有效性.
- 评估学生在生态课堂环境中识别科学虚假信息的能力.
- 了解现实世界的刺激和数字平台对干预有效性的影响.
主要方法:
- 在意大利北部,对2288名高中生进行了生态研究设计.
- 利用现实世界的刺激 (Instagram帖子) 和基于手机的平台.
- 干预前后评估学生对科学和伪科学内容的评价.
主要成果:
- 没有观察到学生识别准确科学信息的能力的显著整体改善.
- 公民在线推理 (COR) 通过横向阅读和点击抑制间接提高了学生子集的准确性.
- 接种疫苗 (INOC) 增加了普遍的怀疑,对有效的科学内容产生了负面影响.
结论:
- 课堂环境,带有分心和多样化的参与,对干预的可扩展性构成重大挑战.
- 在受控环境中有效的干预措施可能无法直接转化为动态的,现实世界的教育环境.
- 完善和调整数字素养教育策略以适用于现实世界是必不可少的.
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