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Abstract
College students in science courses were asked to answer empirical problems as scientists would (seek data). Eighty‐five per cent succeeded when the question mirrored scientific subject matter but only 39% succeeded when the question had no such resemblance. The implications are: (1) Empirical non‐science (civic) problems tend not to elicit the impulse to seek data since they do not resemble scientific subject matter; and (2) science teachers can help with this problem by presenting civic problems in class.