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Addressing the topic, Microplastics in Human Blood, in school – Connecting school students' and scientists' perspectives
Summary
This study developed educational approaches to help school students critically engage with the topic of microplastics in human blood, which is often framed as alarming in public discourse despite significant scientific uncertainty about health relevance. The curriculum connected blood microplastic findings to broader science literacy skills including evidence appraisal and risk communication.
In public discourse, microplastics in human blood are often represented as a health risk. However, there is a notable discrepancy between the level of public concern and the available scientific evidence. While the presence of microplastics in human blood has been confirmed, uncertainties persist around assessing human exposure to these substances and the associated hazards. Connecting scientific and everyday perspectives on environmental and health risks allows the creation of science communication and policy strategies and, furthermore, to address such controversial and uncertain topics in schools. In education, topics such as "microplastics in human blood" are referred to as socio-scientific issues (SSI), as they merge conceptual knowledge, normative aspects, and emotions. Introducing such topics into the classroom can foster the development of critical thinking skills, encourage students to reflect on their own perspectives, and challenge them to navigate the uncertainties surrounding emerging environmental and health issues. This could form the basis for responsible and well-founded decisions in their present and future lives. The aim of this study is to investigate the educational potential of the topic "microplastics in human blood" based on the model of educational reconstruction. To identify fundamental scientific and everyday conceptions and arguments interviews and group discussions with scientists and school students are analyzed using a combination of metaphor analysis, qualitative content analysis, and argumentative discourse analysis. The cognitive metaphor theory is used to understand the genesis of these conceptions and to gain a deeper understanding of the ways of thinking. Based on the correspondences and discrepancies in the perspectives, learning opportunities are developed regarding to the objectives of the SSI concept. Beyond that, this study aims to inform debates about the potential for educational strategies to reduce misinformation and cultivate critical media literacy skills. The poster presents first results on the characteristics of scientific and student's perspectives. Also see: https://micro2024.sciencesconf.org/558751/document
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