Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Slater, Matthew H.
Huxster, Joanna K.
and
Bresticker, Julia E.
2019.
Understanding and Trusting Science.
Journal for General Philosophy of Science,
Vol. 50,
Issue. 2,
p.
247.
Kienhues, Dorothe
Jucks, Regina
and
Bromme, Rainer
2020.
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science.
Educational Psychologist,
Vol. 55,
Issue. 3,
p.
144.
Barzilai, Sarit
Thomm, Eva
and
Shlomi-Elooz, Talia
2020.
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources.
Learning and Instruction,
Vol. 69,
Issue. ,
p.
101367.
Leung, Jessica Shuk Ching
2020.
Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach.
Instructional Science,
Vol. 48,
Issue. 5,
p.
591.
Gerken, Mikkel
2020.
How to balance Balanced Reporting and Reliable Reporting.
Philosophical Studies,
Vol. 177,
Issue. 10,
p.
3117.
Gerken, Mikkel
2020.
Public scientific testimony in the scientific image.
Studies in History and Philosophy of Science Part A,
Vol. 80,
Issue. ,
p.
90.
Chinn, Clark A.
Barzilai, Sarit
and
Duncan, Ravit Golan
2021.
Education for a “Post-Truth” World: New Directions for Research and Practice.
Educational Researcher,
Vol. 50,
Issue. 1,
p.
51.
Scharrer, Lisa
Bromme, Rainer
and
Stadtler, Marc
2021.
Information Easiness Affects Non-experts’ Evaluation of Scientific Claims About Which They Hold Prior Beliefs.
Frontiers in Psychology,
Vol. 12,
Issue. ,
Duncan, Ravit Golan
and
Castro-Faix, Moraima
2021.
Genetics Education.
p.
55.
Chinn, Clark A.
Golan Duncan, Ravit
and
Av-Shalom, Na’ama Y.
2021.
Applying the Grasp-of-Evidence Framework to Design and Evaluate Epistemically Complex Learning Environments.
Information and Technology in Education and Learning,
Vol. 1,
Issue. 1,
p.
Inv-p004.
Blancke, Stefaan
and
Boudry, Maarten
2021.
Pseudoscience as a Negative Outcome of Scientific Dialogue: A Pragmatic-Naturalistic Approach to the Demarcation Problem.
International Studies in the Philosophy of Science,
Vol. 34,
Issue. 3,
p.
183.
Lobera, Josep
and
Rogero-García, Jesús
2021.
Scientific Appearance and Homeopathy. Determinants of Trust in Complementary and Alternative Medicine.
Health Communication,
Vol. 36,
Issue. 10,
p.
1278.
Barimah, George Kwasi
2022.
Second-Order Assessment of Scientific Expert Claims and Sharing Epistemic Burdens in Science Communication.
Episteme,
p.
1.
Blancke, Stefaan
and
Boudry, Maarten
2022.
“Trust Me, I’m a Scientist”.
Science & Education,
Vol. 31,
Issue. 5,
p.
1141.
Bromme, Rainer
2022.
Informiertes Vertrauen in Wissenschaft: Lehren aus der COVID-19 Pandemie für das Verständnis naturwissenschaftlicher Grundbildung (scientific literacy).
Unterrichtswissenschaft,
Vol. 50,
Issue. 3,
p.
331.
Wintterlin, Florian
Hendriks, Friederike
Mede, Niels G.
Bromme, Rainer
Metag, Julia
and
Schäfer, Mike S.
2022.
Predicting Public Trust in Science: The Role of Basic Orientations Toward Science, Perceived Trustworthiness of Scientists, and Experiences With Science.
Frontiers in Communication,
Vol. 6,
Issue. ,
Duncan, Ravit Golan
Cavera, Veronica L.
and
Chinn, Clark A.
2022.
Critical Thinking in Biology and Environmental Education.
p.
75.
Bordignon, Fabio
2023.
Alternative science, alternative experts, alternative politics. The roots of pseudoscientific beliefs in Western Europe.
Journal of Contemporary European Studies,
Vol. 31,
Issue. 4,
p.
1469.
Sanches de Oliveira, Guilherme
2023.
The strong program in embodied cognitive science.
Phenomenology and the Cognitive Sciences,
Vol. 22,
Issue. 4,
p.
841.
Kirk, Eric A.
Romine, William. L.
Sadler, Troy D.
Elsner, Jamie N.
Zangori, Laura A.
and
Ke, Li
2023.
Interest and effort: exploring the relationship between students Covid-19 interest and information-seeking behavior.
International Journal of Science Education, Part B,
p.
1.