This theoretical paper focuses on the social processes of public engagement with science and their implications for science education. The core of our argument is that science education should help people become better at evaluating, using, and curating their epistemic networks to make personal and civic decisions and to understand the natural…

The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the…

Teaching science in an age of disinformation and misinformation requires empowering students to address inaccurate information in evidence-based ways. Science communication scholarship highlights the growing importance of inclusive and relational approaches for addressing misinformation. Thus, we developed, implemented, and evaluated an…

Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID-19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well-being. The purpose of this…

Misinformation has been extensively studied as both maliciously intended propaganda and accidentally experienced incorrect assumptions. We contend that "conceptual contamination" is the process by which the learning of incorrect information interferes, pollutes, or otherwise disrupts the learning of correct information. This is similar…

We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to societal challenges disproportionately impacting minoritized groups. We…