Wie können Lehrkräfte und ihre Schülerinnen und Schüler lernen, fragile Evidenz zu verstehen und zu nutzen?

Being able to critically evaluate scientific evidence and using it for argumentation are central components of scientific literacy. Both students and teachers should acquire such competences, albeit on different levels. On the basis of theoretical models of science communication, scientific reasoning, and argumentation, we discuss the cognitive and dispositional prerequisites of such competences. In addition, we provide an overview of instructional design principles for supporting their development in schools and teacher education.