Mapping the Landscape of <scp>K‐12</scp> Interventions That Target Students' Evaluation of Science‐Related Misinformation or Disinformation

ABSTRACT This landscape study sought to identify interventions for K‐12 science education that aim to address students' trust in science and ability to identify scientific misinformation and disinformation. A total of 13 interventions were identified and for each, information about the inherent pedagogical strategies, targeted grade levels, delivery format, and existence of impact evidence was extracted. Interventions were also assessed for whether their content focus included the role of consensus, the role of peer review, or the features of scientific expertise— key recommendations from the literature. Analysis suggested that instructional strategies are largely centered around fact‐checking strategies, target upper grades, and address most often the role of consensus and peer review. Impact evaluations of these interventions are limited in number, and few have been studied using control/comparison group designs. Recommendations include the development of standards, assessments, and interventions that help K‐12 students, especially elementary students, and their parents/communities understand what makes an individual an expert and that the effectiveness of existing and emerging interventions be studied with rigorous research designs.