Abstract

NUNES, Thatiane da Mota  and  ROCHA, Diego Marceli. Fake News and Science Education: exploring Scientific Literacy Indicators. Rev. Ensino Ciênc. Mat. [online]. 2023, vol.14, n.3, a11. ISSN 2179-426X.  https://doi.org/10.26843/rencima.v14n3a11.

This current study addresses the impact of Fake News in the digital environment, highlighting the role of Science Education and Scientific Literacy in understanding these effects. Using a qualitative approach, specifically a case study in the action research modality, a Didactic Sequence was applied to 24 9th-grade students in Elementary School, exploring Electromagnetic Radiations within the context of Fake News. Methodological strategies such as debates and the creation of a simulated jury were employed to identify Scientific Literacy Indicators. The results revealed a higher incidence of indicators associated with information organization, hypothesis formulation, and justifications stemming from the development of the Didactic Sequence. Conversely, indicators associated with information serialization, logical reasoning, and proportional reasoning showed a lower incidence. In this way, the study reveals the potential and need for adaptation that such didactic and methodological resources have in the development of different indicators of Scientific Literacy.

Keywords : Scientific Literacy Indicators; Fake News; Didatic Sequence; Science Education.

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