Science denial has a long history of causing harm in contemporary society when ignored. Recent discussions of science denial suggest that correcting people’s false beliefs rarely has an impact on eliminating the adherence to false beliefs and assumptions, which is called the backfire effect. This paper brings the backfire effect within the context of science denial to the attention of science education researchers and practitioners and discusses the potential role(s) of epistemic understanding of knowledge production in science in dealing with the rejection of scientific evidence and claims in science classrooms. The use of epistemic understanding of knowledge production in science with a focus on avoiding the backfire effect may increase the potential for science education research to produce fruitful strategies which advance students’ attitudes toward science and deepen students’ understanding of how science works through divergent perspectives. There are some areas that need to be focused on and investigated for their potential to combat science denial and the backfire effect while foregrounding the role(s) epistemic understanding of knowledge production for science instruction. These areas include expanding ways of knowing and marking the boundary between the scientific way of knowing and other ways of knowing at the same time, comparing claims and arguments that derive from different frameworks, teaching about the power and limitations of science, and bringing different and similar ways science is done to students’ attention.

科学否认在被忽视的情况下对当代社会造成伤害的历史由来已久。最近对科学否认的讨论表明，纠正人们的错误信念很少会对消除对错误信念和假设的坚持产生影响，这被称为适得其反的效果。本文提请科学教育研究人员和从业者注意科学否定背景下的适得其反的效果，并讨论科学知识生产的认知理解在处理科学课堂拒绝科学证据和主张方面的潜在作用. 在科学中使用对知识生产的认知理解，重点是避免适得其反的效果，可能会增加科学教育研究产生富有成效的策略的潜力，从而提高学生对科学的态度，并通过不同的观点加深学生对科学如何运作的理解。有一些领域需要关注和调查它们在对抗科学否认和适得其反的影响方面的潜力，同时突出对科学教学知识生产的认识性理解。这些领域包括扩展认知方式，同时标记科学认知方式与其他认知方式之间的界限，比较来自不同框架的主张和论点，教授科学的力量和局限性，