科学教育研究期刊如何解决 (以及忽视) 对科学的信任
Sibel Erduran1, Kason Ka Ching Cheung2
1Department of Education, University of Oxford, Oxford, United Kingdom.
Current opinion in psychology
|December 6, 2025
概括
科学教育研究很少涉及对科学的信任,只关注认识学方面的狭问题. 未来的研究应该纳入跨学科的观点,以更平衡地理解对科学的信任.
科学领域:
- 科学教育研究 科研 教育研究
- 对科学的信任 研究 研究 研究
背景情况:
- 科学教育对于科学素养和培养对科学的信任至关重要.
- 调查科学教育中对科学的信任如何被概念化是必不可少的.
研究的目的:
- 检查领先的科学教育研究期刊中"对科学信任"讨论的程度和性质.
- 发现当前研究中关于对科学信任的维度和定义的差距.
主要方法:
- 在2024年1月至2025年6月期间发表在5个领先的科学教育期刊上的116篇文章的系统审查.
- 对提到"信任"或"不信任"的文章进行内容分析,重点关注那些直接涉及对科学信任的文章.
主要成果:
- 在116篇相关文章中,只有17篇明确讨论了对科学的信任.
- 研究主要集中在认识学方面,忽视了情感和政治层面.
- 观察到"信任"显著缺乏明确的定义或概念化.
- 强调的是全球问题 (例如,COVID-19,气候变化),而不是当地环境.
结论:
- 当前的科学教育研究提供了对科学信任的有限观点,主要是通过认识学镜头.
- 需要跨学科的观点,包括情感,关系和意识形态的维度.
- 未来的研究应该采用更全面的方法来理解和培养在教育环境中对科学的信任.
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