Haskel-Ittah, Michal;
Illari, Phyllis Kirstin;
Russo, Federica;
(2025)
Situation-Specific Purposes and Epistemic Games: A Framework for Teaching the Evaluation of Causal Information.
Science & Education
10.1007/s11191-025-00676-7.
(In press).
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Abstract
Studies in science education demonstrate that laypeople typically engage with science to meet situation-specific needs. Their interest in science often emerges only when it directly helps them solve a particular problem. However, most research in science education has focused on evaluating the trustworthiness of information and the level of understanding required for its use. Less attention has been given to assessing the appropriateness of scientific information for specific purposes while recognizing its limitations. This paper aims to address this gap by proposing a framework to help laypeople evaluate scientific information in a purpose-specific manner. The framework introduced in this paper is based on the philosophical classification of information about causal relations and its relevance to four scientific problems: causal inference, causal explanation, prediction, and control. It categorizes causal information into two types of epistemic games used by scientists: difference-makers search and production-or-mechanisms search. By understanding these games, laypeople can better assess the merits and limitations of scientific information relative to their specific needs. The paper also offers insights into how this framework can be taught in educational settings, with a focus on genetics education as an example. The aim is to enhance students’ capacity to critically engage with scientific information, thereby improving their ability to make informed decisions based on specific needs and challenges.
| Type: | Article |
|---|---|
| Title: | Situation-Specific Purposes and Epistemic Games: A Framework for Teaching the Evaluation of Causal Information |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11191-025-00676-7 |
| Publisher version: | https://doi.org/10.1007/s11191-025-00676-7 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Mechanistic reasoning; Causal reasoning; Scientific literacy; Evidential pluralism |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences > Dept of Science and Technology Studies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10217164 |
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