In “Trust Me, I’m a Scientist” , cognitive psychologist Daniel Willingham argues that the belief that improving science education would increase students’ appreciation for scientific opinion is a misconception, since “Those who know more science have only a slightly greater propensity to trust scientists.” Instead, he suggests, “A more direct approach would be to educate people about why they are prone to accept inaccurate beliefs in the first place.”
I agree with Willingham that educating people in some basic cognitive science (specifically, common fallacies of thinking) would go a long way, but I think he mischaracterizes what good science education should be. It’s not simply about the amount of content, but about an understanding of the nature of science. Science is not a collection of facts, but a way of knowing. Learning more about the history of science (whether in a history class or science class, or both) certainly is one valuable component in providing a richer view of science. Still, it’s only part of the picture. Science education itself should incorporate a strong focus on building an understanding of how scientific knowledge is developed over time. That demands an appreciation for evaluating and quantifying how well evidence supports explanation and comparing the explanatory power of competing theories.
We do still need to provide better science education—a better understanding of “how,” not “what.” It’s crucial for creating a responsible citizenry.