Third-hand evaluation of science-related information

In this position paper, we introduce an Extended Epistemic Vigilance Framework that expands traditional approaches to critical evaluation of science-related information in education. While science education has historically emphasised first-hand evaluation (assessing the quality of claims) and more recently more strongly second-hand evaluation (evaluating source credibility), we argue for the critical importance of an additional dimension, third-hand evaluation, which examines how receivers’ own biases, experiences, and perceptions influence their interpretation of science-related information. The Extended Epistemic Vigilance Framework addresses a significant gap in science education research by focusing on students’ awareness of their own and others’ cognitive biases, sociocultural influences, and decision-making factors that shape information processing. Neglecting awareness towards third-hand evaluation diminishes students’ capacity to become competent evaluators of science-related information, making them more vulnerable to misinformation and disinformation, for example, in digital media environments. Several recent publications in science education support this direction, emphasising the need for students to recognise their own biases and develop self-regulation abilities. We highlight the need for developing professional development programmes for teachers, creating appropriate curricular materials, and designing assessment tools to measure third-hand evaluation competencies in science education.