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Original Articles

The Public's Bounded Understanding of Science

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Read on this site (39)

Gideon Dishon, Sarit Barzilai & Johnatan Verissimo Yanai. (2024) Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction. Cognition and Instruction 42:1, pages 56-91.
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Eric A. Kirk, William. L. Romine, Troy D. Sadler, Jamie N. Elsner, Laura A. Zangori & Li Ke. (2023) Interest and effort: exploring the relationship between students Covid-19 interest and information-seeking behavior. International Journal of Science Education, Part B 0:0, pages 1-20.
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Friederike Hendriks, Inse Janssen & Regina Jucks. (2023) Balance as Credibility? How Presenting One- vs. Two-Sided Messages Affects Ratings of Scientists’ and Politicians’ Trustworthiness. Health Communication 38:12, pages 2757-2764.
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Lisa Scharrer, Vanessa Pape & Marc Stadtler. (2022) Watch Out: Fake! How Warning Labels Affect Laypeople’s Evaluation of Simplified Scientific Misinformation. Discourse Processes 59:8, pages 575-590.
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Till Bruckermann, Milena Stillfried, Tanja M. Straka & Ute Harms. (2022) Citizen science projects require agreement: a Delphi study to identify which knowledge on urban ecology is considered relevant from scientists’ and citizens’ perspectives. International Journal of Science Education, Part B 12:1, pages 75-92.
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Nina Vaupotič, Dorothe Kienhues & Regina Jucks. (2022) Gaining insight through explaining? How generating explanations affects individuals’ perceptions of their own and of experts’ knowledge. International Journal of Science Education, Part B 12:1, pages 42-59.
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Martina Kapitza, Leif Tueffers, Hinrich Schulenburg & Kerstin Kremer. (2021) Tracking down resistances: a co-design approach for a biomedical educational program on antibiotic resistance. Science Activities 58:2, pages 52-64.
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Jean-François Rouet, Gaston Saux, Christine Ros, Marc Stadtler, Nicolas Vibert & M. Anne Britt. (2021) Inside Document Models: Role of Source Attributes in Readers’ Integration of Multiple Text Contents. Discourse Processes 58:1, pages 60-79.
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Jing-Wen Lin, Tzu-Shan Cheng, Shian-Jang Wang & Chen-Ting Chung. (2020) The effects of socioscientific issues web searches on grade 6 students’ scientific epistemological beliefs: the role of information positions. International Journal of Science Education 42:15, pages 2534-2553.
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Steffen Gottschling, Yvonne Kammerer, Eva Thomm & Peter Gerjets. (2020) How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts. International Journal of Science Education, Part B 10:4, pages 335-354.
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Yaela N. Golumbic, Barak Fishbain & Ayelet Baram-Tsabari. (2020) Science literacy in action: understanding scientific data presented in a citizen science platform by non-expert adults. International Journal of Science Education, Part B 10:3, pages 232-247.
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Sarit Barzilai & Clark A. Chinn. (2020) A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems. Educational Psychologist 55:3, pages 107-119.
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Clark A. Chinn, Sarit Barzilai & Ravit Golan Duncan. (2020) Disagreeing about how to know: The instructional value of explorations into knowing. Educational Psychologist 55:3, pages 167-180.
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Iris Tabak. (2020) Post-truth GPS: Detour at truth, take the long route to useful knowledge. Educational Psychologist 55:3, pages 181-186.
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Fabian Lang, Yvonne Kammerer, Kerstin Oschatz, Kathleen Stürmer & Peter Gerjets. (2020) The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies. International Journal of Science Education 42:3, pages 350-371.
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Danny Flemming, Joachim Kimmerle, Ulrike Cress & Gale M. Sinatra. (2020) Research is Tentative, but That’s Okay: Overcoming Misconceptions about Scientific Tentativeness through Refutation Texts. Discourse Processes 57:1, pages 17-35.
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Jeffrey A. Greene & Lisa Linnenbrink-Garcia. (2020) Coeditors’ statement. Educational Psychologist 55:1, pages 50-51.
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Maria Zimmermann & Regina Jucks. (2019) With a View to the Side: YouTube’s Sidebar and YouTuber’s Linguistic Style as Hints for Trust-Related Evaluations. International Journal of Human–Computer Interaction 35:14, pages 1279-1291.
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Steffen Gottschling, Yvonne Kammerer & Peter Gerjets. (2019) Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims. Discourse Processes 56:5-6, pages 429-446.
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Johanna Paul, Marc Stadtler & Rainer Bromme. (2019) Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students’ Use of Source Information. Discourse Processes 56:2, pages 155-169.
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Anita S. Tseng. (2018) Students and evaluation of web-based misinformation about vaccination: critical reading or passive acceptance of claims?. International Journal of Science Education, Part B 8:3, pages 250-265.
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Sarit Barzilai & Clark A. Chinn. (2018) On the Goals of Epistemic Education: Promoting Apt Epistemic Performance. Journal of the Learning Sciences 27:3, pages 353-389.
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Anindito Aditomo. (2018) Epistemic beliefs and academic performance across soft and hard disciplines in the first year of college. Journal of Further and Higher Education 42:4, pages 482-496.
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Michael Weinstock, Dorothe Kienhues, Florian C. Feucht & Mary Ryan. (2017) Informed Reflexivity: Enacting Epistemic Virtue. Educational Psychologist 52:4, pages 284-298.
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Ayelet Baram-Tsabari & Bruce V. Lewenstein. (2017) Science communication training: what are we trying to teach?. International Journal of Science Education, Part B 7:3, pages 285-300.
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Todd Campbell, Wayne Melville & Dawne Goodwin. (2017) Science teacher orientations and PCK across science topics in grade 9 earth science. International Journal of Science Education 39:10, pages 1263-1281.
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Matthew T. McCrudden, Ashleigh Barnes, Erin M. McTigue, Casey Welch & Eilidh MacDonald. (2017) The effect of perspective-taking on reasoning about strong and weak belief-relevant arguments. Thinking & Reasoning 23:2, pages 115-133.
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Susan R. Goldman, M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan & Project READI. (2016) Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist 51:2, pages 219-246.
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Keren Dalyot & Ayelet Baram-Tsabari. Justifying decision making in socio-scientific issues: the roles of reasoning and knowledge. International Journal of Science Education, Part B 0:0, pages 1-21.
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Laura Bilfinger, Benjamin Brummernhenrich & Regina Jucks. Is it Up to Me or Them? Insights from an Experimental Study on Psychological Reactance Towards Climate Change Mitigation Appeals. Environmental Communication 0:0, pages 1-17.
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Zara Teixeira, Rita Morgado, Cátia Marques, Carlos Gonçalves, Paula Carvalho, Ana Cunha & Cláudia Moreira. What children know and want to know about climate change: a prior-knowledge self-assessment. Environmental Education Research 0:0, pages 1-26.
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Eva Strehlke, Rainer Bromme & Joscha Kärtner. Whom to ask? Whom to trust? Parents’ preferences for sources of advice on social-emotional parenting issues. Counselling Psychology Quarterly 0:0, pages 1-20.
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Articles from other publishers (154)

Liron Primor & Sarit Barzilai. (2024) Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration. Contemporary Educational Psychology 77, pages 102270.
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Milen L. Radell & W. Burt Thompson. (2024) Drawing attention to previous studies can reduce confidence in a new research finding, even when confidence should increase. Quarterly Journal of Experimental Psychology.
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Audrey L. Michal & Priti Shah. (2024) A Practical Significance Bias in Laypeople’s Evaluation of Scientific Findings. Psychological Science 35:4, pages 315-327.
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Anke Schumann, Hannah Greving, Till Bruckermann, Joachim Kimmerle, Ute Harms & Miriam Brandt. (2024) We want you! Recruitment strategies for the success of a citizen science project on urban wildlife ecology. Frontiers in Environmental Science 12.
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Alexandra List & Gala S. Campos Oaxaca. (2023) Comprehension and critique: an examination of students’ evaluations of information in texts. Reading and Writing 37:3, pages 641-671.
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Nina Vaupotič, Dorothe Kienhues & Regina Jucks. (2024) Complexity appreciated: How the communication of complexity impacts topic-specific intellectual humility and epistemic trustworthiness. Public Understanding of Science.
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Mark Jonas, Martin Kerwer, Anita Chasiotis & Tom Rosman. (2023) Indicators of trustworthiness in lay-friendly research summaries: Scientificness surpasses easiness. Public Understanding of Science 33:1, pages 37-57.
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Justin T. Schröder & Lars Guenther. 2024. Palgrave Handbook of Science and Health Journalism. Palgrave Handbook of Science and Health Journalism 421 438 .
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Tal August, Lucy Lu Wang, Jonathan Bragg, Marti A. Hearst, Andrew Head & Kyle Lo. (2023) Paper Plain : Making Medical Research Papers Approachable to Healthcare Consumers with Natural Language Processing . ACM Transactions on Computer-Human Interaction 30:5, pages 1-38.
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Clark A. Chinn, Susan A. Yoon, Huma Hussain‐Abidi, Kyle Hunkar, Noora F. Noushad, Amanda M. Cottone & Thomas Richman. (2023) Designing learning environments to promote competent lay engagement with science. European Journal of Education 58:3, pages 407-421.
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Sarit Barzilai, Shiri Mor-Hagani, Fayez Abed, Danna Tal-Savir, Na'ama Goldik, Ina Talmon & Ohad Davidow. (2023) Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game. Computers & Education 202, pages 104832.
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Kirstin Schmidt, Peter A. Edelsbrunner, Tom Rosman, Colin Cramer & Samuel Merk. (2023) When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research. Teaching and Teacher Education 130, pages 104134.
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Fayez Abed & Sarit Barzilai. (2022) Can students evaluate scientific YouTube videos? Examining students' strategies and criteria for evaluating videos versus webpages on climate change . Journal of Computer Assisted Learning 39:2, pages 558-577.
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Kristine Deroover, Simon Knight, Paul F. Burke & Tamara Bucher. (2022) Why do experts disagree? The development of a taxonomy. Public Understanding of Science 32:2, pages 224-246.
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Jürgen Schneider, Tom Rosman, Augustin Kelava & Samuel Merk. (2022) Do Open-Science Badges Increase Trust in Scientists Among Undergraduates, Scientists, and the Public?. Psychological Science 33:9, pages 1588-1604.
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Kathleen E. Oppenheimer, Lauren K. Salig, Craig A. Thorburn & Erika L. Exton. (2022) Taking language science to zoom school: Virtual outreach to elementary school students. Language and Linguistics Compass 16:9.
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Rainer Bromme. (2022) Informiertes Vertrauen in Wissenschaft: Lehren aus der COVID-19 Pandemie für das Verständnis naturwissenschaftlicher Grundbildung (scientific literacy)Informed trust in science: lessons from the COVID 19 pandemic for the conceptualization of science literacy. Unterrichtswissenschaft 50:3, pages 331-345.
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Charlotte Dignath, Jonathan Fink & Mareike Kunter. (2021) Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom. Journal of Teacher Education 73:2, pages 188-200.
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Elisabeth Mayweg-Paus, Maria Zimmermann & Claudia Lefke. (2021) “You Are Not Alone”–Opportunities and Challenges for University Students’ Collaborative Engagement When Dealing With Online Information About COVID-19. Frontiers in Psychology 12.
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Inse Janssen, Friederike Hendriks & Regina Jucks. (2021) Face Masks Might Protect You From COVID-19: The Communication of Scientific Uncertainty by Scientists Versus Politicians in the Context of Policy in the Making. Journal of Language and Social Psychology 40:5-6, pages 602-626.
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Elina K. Hämäläinen, Carita Kiili, Eija Räikkönen & Miika Marttunen. (2021) Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications . Journal of Computer Assisted Learning 37:5, pages 1409-1422.
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Lukas Gierth & Rainer Bromme. (2020) Beware of vested interests: Epistemic vigilance improves reasoning about scientific evidence (for some people). PLOS ONE 15:4, pages e0231387.
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Lisa Scharrer, Marc Stadtler & Rainer Bromme. (2019) Biased recipients encounter biased sources: Effect of ethical (dis‐)agreement between recipient and author on evaluating scientific claims. Applied Cognitive Psychology 33:6, pages 1165-1177.
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Lisa Scharrer, Marc Stadtler & Rainer Bromme. (2019) Judging scientific information: Does source evaluation prevent the seductive effect of text easiness?. Learning and Instruction 63, pages 101215.
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Ivar Bråten, Eva W. Brante & Helge I. Strømsø. (2019) Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data. Reading Research Quarterly 54:4, pages 481-505.
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Zehavit Kohen & Yehudit J. Dori. (2018) Toward narrowing the gap between science communication and science education disciplines. Review of Education 7:3, pages 525-566.
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Lars König & Regina Jucks. (2019) Influence of Enthusiastic Language on the Credibility of Health Information and the Trustworthiness of Science Communicators: Insights From a Between-Subject Web-Based Experiment. Interactive Journal of Medical Research 8:3, pages e13619.
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