@inproceedings{42f0ada0382544019b69bbd4dbbc84b5,
title = "High School Science Education in a “Post-truth” Society: Confronting Confirmation Bias with Students and Teachers",
abstract = "Incorporating the goals of a comprehensive epistemic education into K12 curricula is increasingly critical. In this study, we worked with high school biology students and teachers to evaluate how to enact strategies to counter confirmation bias while engaging in scientific modeling. We used a video-cued method in interviews with participants and then applied the AIR model to analyze responses. Findings show that most could identify biased epistemic processes. Additionally, teachers listened to some of their students' evaluations and were surprised by what they heard. This suggests noticing students' epistemic cognition in the classroom is difficult and engaging students in video-cued discussions about reliable scientific practices around a familiar activity may allow for learners' thinking to become more visible.",
keywords = "Biology Education, Epistemic Cognition, Metacognition, Scientific Modeling",
author = "Cottone, {Amanda M.} and Yoon, {Susan A.} and Clark Chinn and Noora Noushad and Huma Hussain-Abidi",
note = "Funding Information: This material is based upon work supported by the National Science Foundation under Grant No. 2009803. Publisher Copyright: {\textcopyright} ISLS.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",
year = "2022",
language = "American English",
series = "Proceedings of International Conference of the Learning Sciences, ICLS",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "91--98",
editor = "Clark Chinn and Edna Tan and Carol Chan and Yael Kali",
booktitle = "International Collaboration toward Educational Innovation for All",
}