Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID-19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well-being. The purpose of this mixed-methods study was to determine how 506 post-secondary life science majors' COVID-19 related nature science (NOS) views and COVID-19 vaccine acceptance/support and conspiracy resistance changed through pandemic responsive instruction on COVID-19 science, viral biology, and vaccines with integrated focus on NOS and mis/disinformation. This investigation also sought to reveal factors (e.g., sociocultural group membership, NOS views) that associated with changes in those students' COVID-19 vaccine acceptance/support and conspiracy resistance. After experiencing the pandemic responsive instruction, the students' COVID-19 vaccine acceptance/support and conspiracy resistance and trust in COVID-19 science and cognizance of its reliable and revisionary character (i.e., NOS) significantly improved from a small to large extent. Through the pandemic responsive instruction, the students' development of NOS views significantly associated with their development of higher levels of vaccine acceptance and conspiracy resistance and increases in students' vaccine conspiracy resistance significantly associated with increases in vaccine acceptance. Changes in students' vaccine acceptance and conspiracy resistance from before to after the pandemic responsive instruction also varied significantly based on sociocultural grouping (e.g., race/ethnicity and political orientation). Despite the promising impact demonstrated by the pandemic responsive instruction, vaccine conspiracy views and resistance appeared to linger among the students who notably were entering fields that deal with viruses, vaccines, and public health. Implications discussed include the importance for helping students to understand NOS relevant to SSI and analyze how sociocultural membership, motivated and identity protective reasoning processes, mis/disinformation, and trust in science influence socioscientific decision-making.

中文翻译：

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这不仅仅是科学问题：通过错误/虚假信息响应式教学来教育未来的 STEM 专业人员

知情的科学思维是解决气候变化和 COVID-19 大流行等所有社会科学问题 (SSI) 的重要组成部分。然而，社会科学的参与可能会受到社会文化因素和错误/虚假信息的影响，从而广泛损害人类和环境福祉。这项混合方法研究的目的是确定 506 名大专生命科学专业学生的 COVID-19 相关自然科学 (NOS) 观点以及 COVID-19 疫苗接受/支持和阴谋抵抗如何通过针对 COVID-19 的大流行应对指令而改变科学、病毒生物学和疫苗，重点关注 NOS 和错误/虚假信息。这项调查还试图揭示与这些学生的 COVID-19 疫苗接受/支持和阴谋抵制变化相关的因素（例如，社会文化群体成员身份、NOS 观点）。在经历了大流行应对教学后，学生们对COVID-19疫苗的接受/支持、阴谋抵制和对COVID-19科学的信任以及对其可靠和修正性（即NOS）的认知都有了从小到大的显着提高。通过大流行应对教学，学生 NOS 观点的发展与他们更高水平的疫苗接受度和阴谋抵抗力的发展显着相关，并且学生疫苗阴谋抵抗力的增加与疫苗接受度的增加显着相关。在大流行响应性教学之前和之后，学生的疫苗接受度和阴谋抵抗力的变化也因社会文化分组（例如种族/民族和政治取向）而存在显着差异。尽管大流行应对教学显示出有希望的影响，但疫苗阴谋论和抵制似乎在那些特别是进入病毒、疫苗和公共卫生领域的学生中挥之不去。讨论的含义包括帮助学生理解与 SSI 相关的 NOS 的重要性，并分析社会文化成员资格、动机和身份保护推理过程、错误/虚假信息以及对科学的信任如何影响社会科学决策。