Science education’s responses to misinformation: a scoping review

In the current information environment, where misinformation is ubiquitous, it’s crucial to understand how science education has, and might, address this issue. This scoping review explored: in what ways has science education engaged with preparation of citizens for navigating science mis/information? Included papers (n = 137) explored this critical issue within formal science education (K-12 and post-secondary education) as well as informal/non-formal science education contexts; thematic analysis was used to identify themes in the literature. Results: Promising topics to address science and health misinformation include digital/media/information literacy, science literacy, and epistemic education. Promising practices include inoculation/debunking, discussion around socio-scientific issues, providing scaffolded support, and forming collaborations that bridge formal and informal science education. In addition, formal science education efforts may be bolstered through curriculum change and enhanced teacher training and support. Gaps in the literature highlight the need for future intervention studies that evaluate short- and long-term impacts, particularly with K-12 learners, adults in informal/non-formal contexts, and groups disproportionately impacted by misinformation. This analysis provides an overview of the current state of science education research and literature in relation to tackling misinformation and helps inform future efforts for both educators and researchers.