There are misunderstandings about everything—from the solar system to the way the body functions. The science teachers at San Dimas High School have instilled in them intellectual credibility and a strong passion to encourage students to take it upon themselves to research topics rather than trust just any source.
Across classrooms from Chemistry to AP Physics, teachers have been experiencing a common pattern: their students are not taking the time to really understand how the world works. Some believe heavier objects fall faster than lighter ones, while others rely on incorrect claims about vaccine effects.
The teachers at San Dimas believe these misunderstandings stem from untrustworthy sources on social media and other websites. These students are then confidently sharing misinformation with their friends, creating a chain of incorrect discussions and encouraging the distortion of facts.
AP Physics teacher Mr. Sandt explains a common scientific misconception about vaccines. “Some people think vaccines cause cancer. That’s completely false.” He demonstrated how this misconception arises from misinterpretations of data and the misuse of health statistics. Within prestigious and reliable scientific and doctoral journals like the American Cancer Society and the National Cancer Institute, it is understood that there is no link between the risk of developing cancer and the use of vaccines.
When asked which sources lead students to incorrect information, Sandt says it’s a combination of exposure and self-awareness. “I think the most probable source of misinformation comes from the content that students consume on social media, from their own phones, and how they intake that knowledge,” states Sandt.
Sandt often redirects students in their thinking, questioning them about the origins of the misinformation, asking whether they can prove the statements they take in from the world around them. However, this misunderstanding of vaccines is only the start.
Sports Medicine and Medical Intervention teacher Ms. Truax speaks about some common health misconceptions among students. “Athletic trainers are healthcare practitioners. Fractures and broken bones are the same thing. Vaccines work. I think most of these misconceptions arise from TikTok,” claims Truax. Athletic trainers must be highly educated and licensed to perform diagnoses, provide treatment, and develop rehabilitation plans for athletes, solidifying their status as medical practitioners. Broken bones and fractures are identical terms; a fracture is literally a loss of bone that begins with a crack.
School assignments can reduce the likelihood of the spread of misinformation by encouraging the examination of the credibility of sources for scientific information over others, thereby helping students develop a deeper understanding of evaluation and research.
When absorbing information, it is important to recognize the writer’s eligibility and be cautious of any bias that may steer readers in a certain direction. This mindset can aid students in an age when technology is dominant and information is thrown at them in every direction, making it a key principle in scientific education.
On San Dimas High School’s campus, these types of corrections are increasing, with teachers actively educating students to approach everything revealed to them with a skeptical, analytical perspective. They hope these students can gain useful perspectives and discerning abilities that enhance their scientific knowledge.
