500
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Elementary Teachers’ Trust in Science and Scientists Throughout a COVID-19 SSI Unit

ORCID Icon &

References

  • Allchin, D. (2017). Beyond the consensus view: Whole science. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 18–26. https://doi.org/10.1080/14926156.2016.1271921
  • Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4), 283–306. https://doi.org/10.1080/1046560X.2018.1440860
  • Breakwell, G. M., & Jaspal, R. (2021). Identity change, uncertainty and mistrust in relation to fear and risk of COVID-19. Journal of Risk Research, 24(3–4), 335–351. https://doi.org/10.1080/13669877.2020.1864011
  • Brewer, P. R., & Ley, B. L. (2013). Whose science do you believe? Explaining trust in sources of scientific information about the environment. Science Communication, 35(1), 115–137. https://doi.org/10.1177/1075547012441691
  • Clough, M. P., Herman, B. C., & Olson, J. K. (2020). Preparing science teachers to overcome common obstacles and teacher nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (2nd ed., pp. 239–251). Springer.
  • Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science Education, 15(5), 463–494. https://doi.org/10.1007/s11191-005-4846-7
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
  • Critchley, C. R. (2008). Public opinion and trust in scientists: The role of the research context, and the perceived motivation of stem cell researchers. Public Understanding of Science, 17(3), 309–327. https://doi.org/10.1177/0963662506070162
  • Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). Contextualizing nature of science instruction in socioscientific issues. International Journal of Science Education, 34(15), 2289–2315. https://doi.org/10.1080/09500693.2012.667582
  • Evans, J. H., & Hargittai, E. (2020). Who doesn’t trust Fauci? The public’s belief in the expertise and shared values of scientists in the COVID-19 pandemic. Socius: Sociological Research for a Dynamic World, 6, 1–13. https://doi.org/10.1177/2378023120947337
  • Fasce, A., & Picó, A. (2019). Science as a vaccine the relation between scientific literacy and unwarranted beliefs. Science & Education, 28(1–2), 109–125. https://doi.org/10.1007/s11191-018-00022-0
  • Gauchat, G. (2012). Politicization of science in the public sphere: A study of public trust in the United States, 1974 to 2010. American Sociological Review, 77(2), 167–187. https://doi.org/10.1177/0003122412438225
  • Gauchat, G. (2015). The political context of science in the United States: Public acceptance of evidence-based policy and science funding. Social Forces, 94(2), 723–746. https://doi.org/10.1093/sf/sov040
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine De Gruyter.
  • Hamilton, L. C., Hartter, J., & Saito, K. (2015, July-September 1–13). Trust in scientists on climate change and vaccines. SAGE Open, 5(3), 215824401560275. https://doi.org/10.1177/2158244015602752
  • Hardy, B. W., Tallapragada, M., Besley, J. C., & Yuan, S. (2019). The effects of the “war on science” frame on scientists’ credibility. Science Communication, 41(1), 90–112. https://doi.org/10.1177/1075547018822081
  • Herman, B. C., Clough, M. P., & Olson, J. K. (2013). Teachers’ nature of science implementation practices 2-5 years after having completed an intensive science education program. Science Education, 97(2), 271–309. https://doi.org/10.1002/sce.21048
  • Herman, B. C., Owens, D. C., Oertli, R. T., Zangori, L. A., & Newton, M. H. (2019). Exploring the complexity of students’ scientific explanations and associated nature of science views within a place-based socioscientific issue context. Science & Education, 28(3–5), 329–366. https://doi.org/10.1007/s11191-019-00034-4
  • Hottecke, D., & Allchin, D. (2020). Reconceptualizing nature-of-science education in the age of social media. Science Education, 104(4), 641–666. https://doi.org/10.1002/sce.21575
  • Howell, E. L., Wirz, C. D., Scheufele, D. A., Brossard, D., & Xenos, M. A. (2020). Deference and decision-making in science and society: How deference to scientific authority goes beyond confidence in science and scientists to become authoritarianism. Public Understanding of Science, 29(8), 800–818. https://doi.org/10.1177/0963662520962741
  • Karisan, D., & Zeidler, D. L. (2017). Contextualization of nature of science within the socioscientific issues framework: A review of research. International Journal of Education in Mathematics, Science and Technology, 5(2), 139–152. https://doi.org/10.18404/ijemst.270186.
  • Khishfe, R. (2012). Nature of science and decision-making. International Journal of Science Education, 34(1), 67–100. https://doi.org/10.1080/09500693.2011.559490
  • Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016. https://doi.org/10.1080/09500693.2013.832004
  • Koch, J. (2018). Science stories: Science methods for elementary and middle school teachers (6th ed.). Wadsworth Cengage Learning.
  • Koetke, J., Schumann, K., & Porter, T. (2021). Trust in science increases conservative support for social distancing. Group Processes & Intergroup Relations, 24(4), 680–697. https://doi.org/10.31219/osf.io/cngq8
  • Krause, N. M., Brossard, D., Scheuffele, D., Xenos, M. A., & Franke, K. (2019). American’s trust in science and scientists. Public Opinion Quarterly, 83(4), 817–836. https://doi.org/10.1093/poq/nfz041.
  • Leiserowitz, A. A., Maibach, E. W., Roser-Renouf, C., Smith, N., & Dawson, E. (2012). Climategate, public opinion, and the loss of trust. American Behavioral Scientist, 57(6), 818–837. https://doi.org/10.1177/0002764212458272
  • Makri, A. (2012). Give the public the tools to trust the scientists. Nature, 541(7637), 261. https://doi.org/10.1038/541261a
  • McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. Science & Education, 7(6), 511–532. https://doi.org/10.1023/A:1008642510402
  • McCroskey, J. C., & Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monograph, 66(1), 90–103. https://doi.org/10.1080/03637759909376464
  • Motta, M. (2018). The enduring effect of scientific interest on trust in the climate scientists in the United States. Nature Climate Change, 8(June), 485–488. https://doi.org/10.1038/s41558-018-0126-9
  • Nadelson, L. S., & Hardy, K. K. (2015). Trust in science and scientists and the acceptance of evolution. Evolution: Education and Outreach, 8(9), 1–9. https://doi.org/10.1186/s12052-015-0037-4
  • Nadelson, L., Jorcyk, C., Yang, D., Smith, M. J., Matson, S., Cornell, K., & Husting, V. (2014). I just don’t trust them: The development and validation of an assessment instrument to measure trust in science and scientists. School Science and Mathematics, 114(2), 76–86. https://doi.org/10.1111/ssm.12051
  • Plohl, N., & Musil, B. (2021). Modeling compliance with COVID-19 prevention guidelines: The critical role of trust in science. Psychology, Health & Medicine, 26(1), 1–2. https://doi.org/10.1080/13548506.2020.1772988
  • Plumley, C. L. (2019). 2018 NSSME+: Status of elementary school science. Horizon Research, Inc.
  • Reid, G., & Norris, S. P. (2016). Scientific media education in the classroom and beyond: A research agenda for the next decade. Cultural Studies in Science Education, 11(1), 147–166. https://doi.org/10.1007/s11422-015-9709-1
  • Rumble, J. N., Wu, Y., Tully, K., Ruth, T. K., Ellis, J. D., & Lamm, A. J. (2020). A mixed-methods comparison of self-reported and conversational trust in science. Journal of Applied Communications, 104(4), 1–15. https://doi.org/10.4148/1051-0834.2371
  • Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371–391. https://doi.org/10.1007/s11165-006-9030-9
  • Schalk, K. A. (2012). A socioscientific curriculum facilitating the development of distal and proximal NOS conceptualizations. International Journal of Science Education, 34(1), 1–24. https://doi.org/10.1080/09500693.2010.546895
  • Thier, M. (2008). Media and science: Developing skepticism and critical thinking. Science Scope, 32(3), 20-23.
  • UNC. (2021). COVID-19 curriculum materials. EPIC Learning. https://epiclearning.web.unc.edu/covid/
  • Voss, S., Kruse, J., & Kent-Schneider, I. (2021). Comparing student responses to convergent, divergent, and evaluative nature of science questions. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-021-10009-7
  • Vraga, E., Myers, T., Kotcher, J., Beall, L., & Maibach, E. (2018). Scientific risk communication about controversial issues influences public perceptions of scientists’ political orientations and credibility. Royal Society Open Science, 5(2), 170505. https://doi.org/10.1098/rsos.170505

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.