Reiss, M;
(2021)
Vaccine hesitancy: Why trust science and science education?
In: McCloughlin, T, (ed.)
The Nature of Science in Biology: A Source for Educators.
Graphikon Teo: Dublin, Ireland.
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Reiss_2021 Vaccine Hesitancy.pdf Access restricted to UCL open access staff Download (785kB) |
Abstract
There is a long history of attempts to prevent the spread of infectious diseases through the use of inoculations. Unfortunately, school students are rarely taught much of this history, too often being given the impression that nothing was known or done before the time of Jenner and his development of vaccination to tackle smallpox. A bigger problem, though, with school vaccine education is that it generally fails respectfully to take account of vaccine hesitancy. While the basic science of vaccines can indeed be trusted, many people have moral and other objections to vaccines that science cannot dismiss. A good vaccine education can draw on the frameworks of worldviews and controversial issues to help learners engage with the issues that vaccination raises, and develop their knowledge and understanding of them.
Type: | Book chapter |
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Title: | Vaccine hesitancy: Why trust science and science education? |
ISBN-13: | 9 781916 498549 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
URI: | https://discovery.ucl.ac.uk/id/eprint/10141014 |
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