Ten competencies for the science misinformation crisis

Scientific misinformation and disinformation, proliferating via the internet and social media, are now significant problems. Proposed solutions vary substantially. Here, I describe a set of prospective benchmarks-10 competencies-that seem essential for reorienting science education to address the challenge. They include, first, elements of epistemic motivation, including basic epistemological beliefs about constructed knowledge, adopting a posture of respect for empirical evidence, and an understanding of our epistemic dependence on experts. Second, the benchmarks include perspectives and skills in interacting with media sources. These include how to identify experts, how to identify credible gatekeepers, how to recognize deceptive strategies, and how to deal with social networks and technology. Finally, the competencies include self-regulation, such as acknowledging the cognitive dispositions that bias our thinking (especially about information that challenges our pre-existing beliefs) and the counter-balancing role of consensus. I hope that these competency goals can function as a concrete target in guiding discussion of perhaps more complete or more nuanced approaches to the current crisis. With such competencies clearly and explicitly articulated, teachers will be better positioned to develop effective classroom strategies to nurture the relevant competencies.

Automated summary

Scientific misinformation and disinformation have become significant problems due to the proliferation of the internet and social media. To address this challenge, it is essential to reorient science education by developing 10 competencies, including epistemic motivation, media source interaction skills, and self-regulation.