Reading about science in the era of “fake news”: how the requester, the task, attitudes towards and knowledge about science influence reading decisions and outcomes

“假新闻”时代的科学阅读：请求者、任务、对科学的态度和知识如何影响阅读决策和结果

• 批准号: 418429075
• 负责人: Dr. Cornelia Schoor
• 金额: --
• 依托单位: Lehrstuhl für Empirische Bildungsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/418429075?language=en
• 关键词: Reading; about; science; era; fake

Scientific results are easily available through mass media and the internet. Recent developments like "alternative Facts" and "fake News", however, are an example of the fact that at least a certain percentage of the public considers the established media to be untrustworthy and/or do not value the scientific approach and scientific results when reaching important personal or political decisions. In the present project, this topic is addressed from a reading research perspective through the examination of university students. Scientific results on the same topic are often available across multiple documents. University students encounter these not only in the personal context, but also in the academic context. Reading multiple documents necessitates, amongst other tasks, the comparison of statements, making judgements regarding the trustworthiness of sources, and creating an adequate representation of content and its sources. Based on the recently proposed RESOLV model, the present project poses the question of whether the context in which the students read influences their reading decisions and outcome. In an academic context, the students can assume that the requester (e.g., the professor) expects them to integrate and attend to the different perspectives when reading multiple documents. In contrast, there are often no such clear expectations in the personal context (e.g. the requester is a friend or relative). Therefore, it is assumed in the present project that attitudes towards science play a role when making reading decisions: In the case of positive attitudes, it is probable that students would choose an approach similar to one they would use in an academic context. In the case of negative attitudes, they would most probably choose a different approach, such as focusing more on personal experience than on scientific expertise. Since in different contexts it is often not only the requester who varies, but also the task, in the present project the influence of the requester, the task, attitudes towards science, and knowledge about the scientific approach will be researched. Since the assessment of attitudes towards science, especially in the case of university students, might evoke biased self-report measures due to social desirability or self-deception, not only explicit but also implicit measures will be used. Study 1 focuses on the relationships of explicit and implicit attitudes towards science and knowledge about the scientific approach. In Study 2, the context effects by task, requester, and as moderators attitudes towards science and knowledge about the scientific approach will be researched. It is expected that the results will contribute to both the understanding of current phenomena as well as to theory advancement.

科学成果很容易通过大众媒体和互联网获得。然而，最近的事态发展，如“另类事实”和“假新闻”，是一个例子，表明至少有一定比例的公众认为现有媒体不值得信赖，并且/或者在做出重要的个人或政治决定时不重视科学方法和科学结果。本研究从阅读研究的角度，通过对大学生的测试，探讨了这一问题。关于同一主题的科学结果通常可以在多个文件中找到。大学生不仅在个人背景下遇到这些，而且在学术背景下也遇到这些。阅读多个文档需要比较声明、判断来源的可信度以及创建内容及其来源的适当表示。基于最近提出的RESOLV模型，本项目提出的问题，是否在学生阅读的语境影响他们的阅读的决定和结果。在学术背景下，学生可以假设请求者（例如，教授）希望他们在阅读多篇文献时能整合和注意不同的观点。相比之下，在个人背景下通常没有这种明确的期望（例如，请求者是朋友或亲戚）。因此，在本项目中，假设对科学的态度在做出阅读决定时起作用：在积极态度的情况下，学生很可能会选择类似于他们在学术环境中使用的方法。在消极态度的情况下，他们很可能会选择一种不同的方法，比如更注重个人经验而不是科学专业知识。由于在不同的情况下，它往往不仅是请求者谁不同，而且任务，在本项目的影响，请求者，任务，对科学的态度，以及对科学方法的知识将进行研究。由于对科学态度的评估，特别是在大学生的情况下，可能会引起偏见的自我报告措施，由于社会可取性或自我欺骗，不仅显着，而且隐的措施将被使用。研究一探讨了外显和内隐科学态度与科学方法知识的关系。在研究2中，任务、请求者和 作为版主 将研究对科学的态度和关于科学方法的知识。预计这些结果将有助于对当前现象的理解以及理论的发展。