<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000300110</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n3a11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fake News e o Ensino de Ciências: explorando Indicadores de Alfabetização Científica]]></article-title>
<article-title xml:lang="en"><![CDATA[Fake News and Science Education: exploring Scientific Literacy Indicators]]></article-title>
<article-title xml:lang="es"><![CDATA[Fake News y la Enseñanza de las Ciencias: explorando Indicadores de Alfabetización Científica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Thatiane da Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Diego Marceli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Cajazeiras PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000300110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo aborda o impacto das Fake News no ambiente digital e destaca o papel do Ensino de Ciências e da Alfabetização Científica na compreensão desses efeitos. Por meio de uma abordagem qualitativa de estudo de caso e pesquisaação, uma Sequência Didática foi aplicada a 24 estudantes do 9° ano do Ensino Fundamental, para explorar as Radiações Eletromagnéticas no contexto das Fake News. Estratégias metodológicas como debates e a criação de um júri-simulado foram empregadas para identificação de Indicadores de Alfabetização Científica. Os resultados revelaram uma maior incidência de Indicadores associados a organização de informações, levantamento de hipóteses e justificativas, com o desenvolvimento da Sequência Didática. Por outro lado, indicadores associados a seriação de informações, raciocínio lógico e raciocínio proporcional apresentaram uma menor incidência. Dessa forma, o estudo revela a potencialidade e a necessidade de adaptação que tais recursos didáticos e metodológicos possuem no desenvolvimento dos diferentes Indicadores de Alfabetização Científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio aborda el impacto de las Fake News en el entorno digital, destacando el papel de la Enseñanza de las Ciencias y la Alfabetización Científica en la comprensión de estos efectos. Utilizando un enfoque de estudio de caso cualitativo y de investigación acción, se aplicó una Secuencia Didáctica a 24 estudiantes de 9º año de Educación Primaria, explorando las Radiaciones Electromagnéticas en el contexto de las Fake News. Se utilizaron estrategias metodológicas como debates y la creación de un jurado simulado para identificar Indicadores de Alfabetización Científica. Los resultados revelaron una mayor incidencia de Indicadores asociados a la organización de la información, planteando hipótesis y justificaciones, con el desarrollo de la Secuencia Didáctica. En cambio, los indicadores asociados a clasificación de la información, razonamiento lógico y razonamiento proporcional tuvieron menor incidencia. De esta manera, el estudio revela el potencial y la necesidad de adaptación que dichos recursos didácticos y metodológicos tienen en el desarrollo de diferentes indicadores de Alfabetización Científica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Indicadores de Alfabetização Científica]]></kwd>
<kwd lng="pt"><![CDATA[Fake News]]></kwd>
<kwd lng="pt"><![CDATA[Sequência Didática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="en"><![CDATA[Scientific Literacy Indicators]]></kwd>
<kwd lng="en"><![CDATA[Fake News]]></kwd>
<kwd lng="en"><![CDATA[Didatic Sequence]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="es"><![CDATA[Indicadores de Alfabetización Científica]]></kwd>
<kwd lng="es"><![CDATA[Fake News]]></kwd>
<kwd lng="es"><![CDATA[Secuencia Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Ciencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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