Fake News e o ensino de ciências: explorando Indicadores de alfabetização cientifica.

Abstract

Whit the advent of Digital Information and Comunication Technologies, the dissemination of various types of information has gained prominence in recent decades, and as a result, the perspective of Fake News has inundated the digital world in various forms. In this scenario, we can consider the role of schools, particulary, Science Education, in contributing to the minimization of the effects caused by the high circulation os Fake News. In this study, we consider the development of Scientific Literacy as relevant to assist in raising awareness about the issue of Fake News. This research adopts a qualitative approach, specifically a case study and action research. We developed a Didatic Sequence involving 24 students from the 9th grade of Elementary School, focusing on the theme of Eletromagnetic Radiation within the context of Fake News. The methodological strategies employed included the facilitation of debats and a simulated jury, aimed at identifying the Scientific Literacy Indicators proposed by Sasseron (2008). The results revealed a limited knowledge among the students regarding Fake News, underscoring the need for awareness regarding its impacts. Futhermore, the observed Scientific Literacy Indicators during the simulated jury rase questions for future investigations regarding the factors influencing the manifestation of these Indicators.