Today, like no other time in our history, the threat of
misinformation and disinformation is at an all-time high. This is
also true in the field of Education. Misinformation refers to false
information shared by a source who intends to inform, but is
unaware that the information is false, such as when an educator who
recommends the use of a learning strategy that is not actually
beneficial. Disinformation is false information shared by a source
who has the intent to deceive and is aware that the information is
false, such as when a politician claim that high-stakes testing
will fix K-12 education when in fact there is no evidence to
support this practice. This book provides recent examples of how
misinformation and disinformation manifest in the field of
education and remedies. Section One, Susceptibility to
Misinformation, focuses on factors that influence the endorsement
and persistence of misinformation. This section will include
chapters on: the appeal and persistence of "zombie concepts" in
education; learner and message factors that underlie the adoption
of misinformation in the context of the newly proposed Likelihood
of Adoption Model; cognitive and motivational factors that
contribute to misinformation revision failure; cognitive biases and
bias transfer in criminal justice training; the influence of
conspiratorial and political ideation on the use of misinformation;
and, how educational culture and policy has historically given rise
to quackery in education. Section Two, Practices in the Service of
Reducing Misinformation in Education, focuses on practices aimed at
reducing the impact of misinformation, and includes chapters on:
misinformation in the education of children with ASD and its
influence on educational and intervention practices; the promise of
using dynamical systems and computational linguistics to model the
spread of misinformation; systematic attempts to reduce
misinformation in psychology and education both in and out of the
classroom; and the potential perils of constructivism in the
classroom, as well as the teaching of critical thinking. Each
section has a discussion chapter that explicates emerging themes
and lessons learned and fruitful avenues for future research.
General
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