The Public's Bounded Understanding of Science

By Rainer Bromme, Susan R. Goldman. 2014

279 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b5d7db55cecee49dad7b1766c6e646bfe0fb2b01

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In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “…Governors Association Center for Best Practices, 2010), as well as discipline-specific knowledge and practices including scientific literacy (Bromme & Goldman, 2014; Elby, Macrander, & Hammer, 2016; NGSS Lead States, 2013), historical understanding (VanSledright & Maggioni, 2016; Wineburg,…”
Education for a “Post-Truth” World: New Directions for Research and Practice (2020, background): “The knowledge of any one person is severely bounded (Bromme & Goldman, 2014).”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “For example, students might benefit from the development of skills that would enable them to become savvy lay consumers of expert reports and to 358 BARZILAI AND CHINN engage with expert knowledge in personally meaningful ways (Bromme & Goldman, 2014; Feinstein, 2011; Ryder, 2001; Tabak, 2015).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “…systematic search and evaluation of search results using general and discipline specific criteria to determine trustworthiness, reliability, credibility, and validity of the information (e.g., Britt & Aglinskas, 2002; Bromme & Goldman, 2014; OECD, 2013a; Pellegrino & Hilton, 2012; Rouet, 2006).”
Science communication training: what are we trying to teach? (2017, background): “Within just the last three years, three special issues have appeared in journals outside science communication about that growth: Proceedings of the (U.S.) National Academy of Sciences (Fischhoff & Scheufele, 2014), Journal of Research in Science Teaching (Baram-Tsabari & Osborne, 2015), and Educati”
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments (2020, background): “Individuals often do not have sufficient expertise due to the bounded nature of their scientific knowledge and therefore they must determine who to trust on these matters (Bromme & Goldman, 2014).”
Can science literacy help individuals identify misinformation in everyday life? (2020, methodology): “…have offered a strategy to cope with the problems of reliance on expertise: to consider both "what is said" (a "first-hand" evaluation of the scientific claims) and "who said it" (a "second-hand" evaluation of the trustworthiness of the source) (Bromme & Goldman, 2014; Hendriks et al., 2016).”
Understanding and Promoting Thinking About Knowledge (2016, background): “…aspect of epistemic cognition that is highly relevant outside school is how people evaluate conflicting knowledge claims about complex scientific and socioscientific issues (Bromme & Goldman, 2014; Tabak, 2016), for example, when searching for information on the Internet (Strømsø & Kammerer, 2016).”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, unknown): “Thus, laypersons faced with contradictions could be more dependent on source features than experts (Bromme & Goldman, 2014).”