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Trusting STEM Experts and Authorities in the Age of 'Fake News'

机译：在“假新闻”时代信任STEM专家和权威

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Dear SSMA Journal Readers: Currently, there seems to be an ongoing trend for the public to question the expertise and authority of STEM professionals (including whether they are "experts or authorities" at all!) by asking, "Why should we believe them?" As asked by Kahan, Jenkins-Smith, and Braman (2011, p. 1), "When empirical assessments of risk and risk abatement are exactly what members of the public are fighting about, why is the prevailing opinion of scientists-on questions only they are equipped to answer- so infrequently treated as decisive?" Kahan et al. (2011) explain that "cultural cognition," or the idea that individuals are disposed to selectively credit or dismiss evidence of risk in patterns that fit values they share with others, shapes their beliefs about the existence of scientific consensus. Moreover, we are living in the so-called "information age," where large amounts of information are widely available to many people, largely through computer technology. This is, in truth, also contributing to this phenomenon of skepticism (Alvarez, 2017). The question for us, as STEM educators, then, is: "How do we help students to become adept at circumventing the morass of information both good (i.e. empirical research) and bad (i.e. 'Fake News') to know what to believe?"
机译：亲爱的SSMA杂志读者：目前，似乎有一种持续不断的趋势，即通过询问“为什么我们应该相信他们？”来质疑STEM专业人士的专业知识和权威（包括他们到底是“专家还是权威”！）。 ”正如Kahan，Jenkins-Smith和Braman（2011，第1页）所问的那样：“当对风险和减轻风险进行实证评估时，公众正为之奋斗，为什么科学家的普遍看法仅是对问题的看法？他们有能力回答-因此很少被视为决定性的？” Kahan等。 （2011）解释说，“文化认知”或个人倾向于以适合他们与他人共享的价值观的方式选择性地相信或忽略风险证据的观念，塑造了他们对科学共识存在的信念。此外，我们生活在所谓的“信息时代”，其中大量信息主要通过计算机技术广泛地提供给许多人。实际上，这也加剧了这种怀疑主义现象（Alvarez，2017年）。那么，作为STEM教育者，我们面临的问题是：“我们如何帮助学生善于规避好消息（即实证研究）和坏消息（即“假新闻”）的信息陷阱，以了解该相信什么？ ”

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