Childhood Origins of Adult Resistance to Science

Bloom, Paul; Weisberg, Deena Skolnick

doi:10.1126/science.1133398

Cited by 210Science Education and PedagogyEvolution and Science EducationChild and Animal Learning Development

Childhood Origins of Adult Resistance to Science

Bloom, Paul, Weisberg, Deena Skolnick·2007·Science

DOI 10.1126/science.1133398

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Abstract

Resistance to certain scientific ideas derives in large part from assumptions and biases that can be demonstrated experimentally in young children and that may persist into adulthood. In particular, both adults and children resist acquiring scientific information that clashes with common-sense intuitions about the physical and psychological domains. Additionally, when learning information from other people, both adults and children are sensitive to the trustworthiness of the source of that information. Resistance to science, then, is particularly exaggerated in societies where nonscientific ideologies have the advantages of being both grounded in common sense and transmitted by trustworthy sources.

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Although previous scholars had noted difficulties posed by false beliefs students bring into the classroom, very little prior research clearly demonstrates their relationship to learning.
“Although previous scholars had noted the difficulties posed by false beliefs that students bring into the classroom (e.g., Bloom & Weisberg, 2007;McDevitt & Ormrod, 2008), very little prior research clearly demonstrates its relationship to learning.”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Bloom & Weisberg, 2007
Resistance to science when it conflicts with beliefs derived from personal experiences is developmentally normal but creates a barrier to learning.
“A resistance to science when it conflicts with beliefs derived from personal experiences is developmentally normal, but creates a barrier to learning (Bloom & Weisberg, 2007).”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Bloom & Weisberg, 2007

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Authors: Bloom, P., & Weisberg, D. S.
Affiliations: Yale University (US)
ORCID: Bloom, Paul
Weisberg, Deena Skolnick
Venue: Science
Publisher: American Association for the Advancement of Science (AAAS)
Published: 2007-05-18
Volume: 316
Issue: 5827
Pages: 996-997
ISSN: 0036-8075 (ISSN-L)
1095-9203
DOI: 10.1126/science.1133398
OpenAlex: W2033699840
Cited by: 210
References: 32
Citations by year: 2026: 1 · 2025: 9 · 2024: 4 · 2023: 3 · 2022: 5 · 2021: 7 · 2020: 9 · 2019: 4 · 2018: 36 · 2017: 9 · 2016: 4 · 2015: 16 · 2014: 8 · 2013: 14 · 2012: 18
FWCI: 10.20
Type: journal article
Language: en
Open access: closed
Locations: Science (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords: scientific literacy, cognitive biases, child development, trust in information sources, misinformation, pseudoscience, ideology
MeSH terms: Adult, Brain, Child, Culture, Biological Evolution, Humans, Learning, Neurosciences, Psychology, Science, United States, Intuition, Trust

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Childhood Origins of Adult Resistance to Science

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