This theoretical paper focuses on the social processes of public engagement with science and their implications for science education. The core of our argument is that science education should help people become better at evaluating, using, and curating their epistemic networks to make personal and civic decisions and to understand the natural world. In this context, an epistemic network is a set of people who support sensemaking by providing new information and aiding in the interpretation and reconstruction of scientific knowledge in context. We believe epistemic networks are an important consideration for science education, particularly when misinformation plays an outsized role in the cultural landscape. Understanding when epistemic networks are useful and how science education should incorporate them requires a clear sense of how they work in different contexts. We start by contrasting the inevitably social nature of all public engagement with science with the particularly social or interpersonal nature of some public engagement with science. We draw on research from education, communication, and science and technology studies to develop the idea of an epistemic network and to describe two basic types: the individual resource network and the collective action network. We illustrate each type with an extended example that is hypothetical but informed by both research and experience. Finally, we discuss how science education can incorporate epistemic networks, as well as the challenges inherent in that educational strategy.

This study contributes to the growing body of science communication research showing gaps between theory and practice objectives, focusing on one particular understudied and emerging science communication innovation.The objectives and practices of four Israeli science news websites were analyzed considering three science communication models: “Dissemination”, “Dialogue”, and “Participation.” Using concurrent parallel mixed methods, we examined the perspectives of website administrators (n=8) and readers (n=20) through interviews, a content analysis of news items (n=298), discussion threads (n=507), and reader questionnaires (n=89). Findings indicate limited adoption of two-way communication about how science is applied in society. The scant implementation of the dialogue model suggests its promises are not concretized in practice on these science news websites.

A recent wave of studies has diversified science communication by emphasizing gender, race, and disability. In this article, we focus on the understudied lens of religion. Based on an analysis of ultra-Orthodox (Haredi) science journalism and its readership, we identify four main strategies for tailoring science, which we call the four “R”s—removing, reclaiming, remodeling, and rubricating science. By analyzing how science communication is produced by and for a particular religious group, we reveal the diverse ways a religious-sensitive science communication is shaped by community gatekeepers, while also exploring the ethical and epistemological tensions this tailoring entails.

The global outbreak of COVID-19 brought an unprecedented influx of official and semiofficial geographic information to individuals worldwide, primarily in the form of geospatial and numerical data. Maps specifically played a key role in the conveying of information and guidelines to the public in relation to the pandemic. Yet to fully understand such input, and reach informed decisions, the public needed to possess and utilize geographic literacy. In this paper, the term geographic literacy is defined as the ability to use spatial-geographic knowledge, skills, and reasoning, as a means for understanding and interpreting intertwined spatial phenomena. This study therefore aims at examining geographic literacy among adults, both in general and in relation to geographic education. Online quantitative questionnaires were completed by a representative sample of 456 Hebrew-speaking adults in Israel. Findings indicate low geographic literacy among the public, as seen in tasks that require data extraction and comprehension of visual representations. While the non-cognitive outcomes, such as attitudes toward geography and self-efficacy in geography, were strongly correlated with expressions of geographic literacy in the context of COVID-19, the highest formal instruction in geography and geographic education were not. These findings indicate that low geographic literacy might hinder making pandemic-related informed decisions, thus highlighting the importance of promoting geographic literacy. We conclude with the importance of identifying pedagogical mechanisms that enhance geospatial skills while also addressing non-cognitive outcomes, to better prepare diverse populations for 21st-century challenges.

In the recent decade, the proliferation of ICTs that require Wi-Fi routers in schools has been accompanied by public concerns about risks fueled in many cases by media reporting. The current study examines ways in which parents of school-age children perceive the issue of Wi-Fi radiation in schools by using a science literacy framework that examined engagement with Wi-Fi as a socio-scientific issue. In this messy epistemological space, where parents are faced with too much information of uneven quality, the science literacy literature expects them to reach an informed decision. This mixed-method study includes interviews (study I, n = 35) and questionnaires (study II, n = 513) with parents to explore their attitudes, decisions, and justifications regarding questions about Wi-Fi in schools. The interviews demonstrated heuristics and shortcuts used for decision-making. Considerations often did not include in-depth investigation or scientific knowledge. The questionnaire further examined the patterns identified in the interviews and how they related to socio-demographics and scientific background. Findings indicate that neither scientific reasoning nor relevant knowledge was necessarily connected with the decisions made or the justification given by the parents. This should be of interest to future educational programs focusing on promoting science literacy for informed citizenship.

Reproductive genetic carrier screening (RGCS) aims to provide couples with information to make informed decisions. Since 2013, the Israeli Carrier Screening Program has been offered routinely and free of charge to all Israelis of reproductive age, personalized based on religion, ethnicity, and village/tribe where a disorder is frequent. This study evaluated the impact of two educational tools on an informed choice on RGCS uptake and satisfaction with counselling within a heterogeneous population in northern Israel. Participants from diverse sociodemographic population groups were randomly assigned to watch an animated film, read a booklet conveying the same information, or receive no information before counselling for RGCS, and asked to complete pre- and post-counselling questionnaires. A higher informed-decision rate was demonstrated in the film (n=93/141, 66%) and booklet (n=88/131, 67%) groups vs. the non-intervention group (n=62/143, 43%) (P<0.001), assessed by the Multidimensional Measure of Informed Choice. Multivariate logistic regression analysis revealed that allocation to an intervention group, Jewish ethnicity and higher education level, best predicted informed choice. Most participants expressed high levels of satisfaction with the counselling process, regardless of group assignment. While only a minority of participants reported seeking information prior to visiting the clinic, the pre-counselling information interventions were well accepted. Pre-counselling self-learning educational tools should be promoted, easily available, and adjusted linguistically and culturally to targeted populations, to avoid unwanted “automatic” compliance of tested individuals and maximize the potential of informed decision-making. Our study can be applied to other countries where majority and minority ethnic groups access genetic services.

Genetic counseling (GC) following abnormal Down syndrome (DS) screening tests aims to ensure learning of complex medical concepts and discussion of counselees' personal desires. Pre-GC use of electronic learning tools (e-learning tools) can facilitate GC sessions by allowing more time for dialogue rather than learning medical and genetic concepts, enabling greater focus on the counselee's decisional, psychological, and personal needs. Few studies have investigated such tools for DS screening tests and those who have focused on screening uptake rather than abnormal results and implications. This study evaluated prenatal GC outcomes following implementation of an e-learning tool utilizing an educational animated movie for couples of varied ethnic backgrounds in northern Israel, with abnormal DS screening tests. E-learning tool impact was assessed as knowledge level, informed choices, satisfaction with the intervention and GC process, the state of anxiety and duration of the GC meeting. The 321 study participants were randomized to three groups: animation movie, booklet, and control. All participants had been asked to complete pre- and post-counseling questionnaires. Outcome scores were compared between the research groups. Results showed increased knowledge level in general among participants in the animation group; among minority participants, the highest knowledge level was in the animation group. Anxiety levels and informed choices were not statistically different among the groups. However, watching the animation, Jewish ethnicity, good level of genetic literacy, and academic degree were significant predictors of informed choice, and those who watched the animation were three times more likely to make an informed choice than the control group. Our findings suggest that this e-learning tool is efficient and acceptable for the general population. Special attention is needed for minorities with lower genetic literacy and education.

Scholars have identified a range of variables that predict public health compliance during COVID-19, including: psychological, institutional and situational variables as well as demographic characteristics, such as gender, location and age. In this paper, we argue that religious affiliation is also a clear predictor for compliance with public health guidelines. Based on a sample representative survey (N = 800) of Haredi Jews in Israel, we found that Haredi Jews mostly followed COVID-19 health regulations. Among the respondents who were non-compliant, however, we found large divergences which mostly reflected religious affiliation. While members of Lithuanian and Sephardi communities reported following guidelines, Hasidim, a more charismatic sub-group, were 12% and 14% more likely to flout public health guidelines than their Lithuanian and Sephardi counterparts, respectively. Despite this inner diversity, all Haredim were portrayed in Israeli media as one homogeneous group that was blamed for flouting public health guidelines and spreading COVID-19. Based on these findings, we argue for the importance of public health messaging that attends to diverse aspects of religious dogma, practice and observance by creating partnerships and sustainable relationships between different actors and stakeholders. In addition, we found that compliance was also shaped by knowledge about COVID-19 and public concern. Taking these findings together, health communication that acknowledges religious diversity while providing critical knowledge about the pandemic is key to developing and implementing community-focused interventions and public health programs. Practically, these insights help to improve pandemic governance as well as contributing theoretically to the study of public health relations and religion by highlighting how discourses around health vary and how differently positioned actors shape representations of responsiveness and health compliance.

Accurate information is the basis for well-informed decision-making, which is particularly challenging in the dynamic reality of a pandemic. Search engines are a major gateway for obtaining information, yet little is known about the quality and scientific accuracy of information answering conspiracy-related queries about COVID-19, especially outside of English-speaking countries and languages.,The authors conducted an algorithmic audit of Google Search, emulating search queries about COVID-19 conspiracy theories in 10 different locations and four languages (English, Arabic, Russian, and Hebrew) and used content analysis by native language speakers to examine the quality of the available information.,Searching the same conspiracies in different languages led to fundamentally different results. English had the largest share of 52% high-quality scientific information. The average quality score of the English-language results was significantly higher than in Russian and Arabic. Non-English languages had a considerably higher percentage of conspiracy-supporting content. In Russian, nearly 40% of the results supported conspiracies compared to 18% in English.,This study’s findings highlight structural differences that significantly limit access to high-quality, balanced, and accurate information about the pandemic, despite its existence on the Internet in another language. Addressing these gaps has the potential to improve individual decision-making collective outcomes for non-English societies.

School-based citizen science offers a way for students and teachers to collaborate with scientists and take part in multiple facets of research such as data collection and analysis, and sometimes research initiation, co-design, and reporting of findings. However, most citizen science projects offered to schools are of the contributory type, often regarded as a lesser form of participation since the role of nonscientific participants lies mostly in data collection. The current study set out to examine the potential of contributory projects to afford—despite their limitations—more equitable power relations between schools and scientists and a meaningful participation of schools in scientific research. We view meaningful participation as such that embodies students' and teachers' responsibility over scientific processes or outcomes. Nine pairs of teachers and scientists who collaborated in contributory-based projects were asked to think aloud as they answered a questionnaire regarding their experiences, resulting with rich commentary on how they perceived relationships between the schools and the scientists. Analysis of the think-aloud data, using a framework based on the notion of reciprocity in university-community partnerships, indicated that most teachers and scientists developed a sense of reciprocal relations where both sides are acknowledged contributors, some even deeply so. We discuss factors influencing the emergence of reciprocity and implications towards the premise of school-based citizen science to democratize science and change traditional power relations in school-based citizen science collaborations.