Understanding “Science” as Not Simple, Not Settled: Meta-Analysis Edition

A powerful but often harmful relationship exists among research/science, mainstream media, and public policy.

One current example of that dynamic is the “science of reading” (SOR) movement that is driving reading legislation and policy in more than 30 states (see HERE and HERE).

Mauren Aukerman, who has posted two of three planned posts on media coverage of SOR (HERE and HERE), identifies in that second post a key failure of media: Error of Insufficient Understanding 3: Spurious Claims that One Approach is Settled Science.

For example, Aukerman details with citations to high-quality research/science: “In short, there is insufficient evidence to conclude that any single approach, including the particular systematic phonics approach often elided with ‘the science of reading,’ is most effective.” And therefore, Aukerman recommends: “Be skeptical of ‘science of reading’ news that touts ‘settled science,’ especially if such claims are used to silence disagreement.“

What makes media a dangerous mechanism for translating research/science into policy is that journalists routinely oversimplify and misrepresent research/science as “settled” when, in reality, most research/science is an ongoing conversation with data that presents varying degrees of certainty about whatever questions that research/science explores.

In education, research/science seeks to identify what instruction leads best to student learning — such as in the reading debate.

The other problem with media serving as a mechanism between research/science and policy is that journalists are often trapped in presentism and either perpetuate or are victims of fadism.

[Please keep reading HERE]