Co-Design of a Teaching-Learning Sequence to Address COVID-19 as a Socio-Scientific Issue in an Infodemic Context

Autor/inn/en	Estigarribia, Lucrecia; Torrico Chalabe, Julieta Karina; Cisnero, Karen; Wajner, Matías; García-Romano, Leticia
Titel	Co-Design of a Teaching-Learning Sequence to Address COVID-19 as a Socio-Scientific Issue in an Infodemic Context
Quelle	In: Science & Education, 31 (2022) 6, S.1585-1627 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Estigarribia, Lucrecia) ORCID (Torrico Chalabe, Julieta Karina) ORCID (Cisnero, Karen) ORCID (Wajner, Matías) ORCID (García-Romano, Leticia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00362-y
Schlagwörter	Curriculum Development; COVID-19; Pandemics; Science and Society; Misconceptions; Information Literacy; Social Media; Teaching Methods; Foreign Countries; Secondary School Students; Argentina + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Missverständnis; Informationskompetenz; Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sekundarschüler; Argentinien
Abstract	In the post-truth era, one challenge facing science education is the circulation of fake news that distorts the information available for decision-making on issues that have a scientific basis and are controversial for society. In this work, we aimed at designing a learning environment with the objective of equipping students with skills that allow them to deal with socio-scientific issues (SSI) in an infodemic context. To this end, we proposed an educational innovation through design-based research, which was oriented to the treatment of information disseminated in the media and social networks related to COVID-19. We divided this information into four major constructs: virus and disease dynamics; pandemic and environmental crisis; hygiene and protocols; and vaccines, potential solutions, and pharmaceutical industry. On the basis of the activities of the didactic sequence, which included class discussion, interviews with the immediate environment, audiovisual productions, and a final plenary, we identified criteria that students applied to trust or not trust the circulating information and a series of strategies to corroborate the information. In addition, framing COVID-19 as an SSI allowed the discussion of curricular content in science and on sociocultural dimensions that cross the pandemic. Based on the implementation of the teaching-learning sequence, we conclude that the proposed activities favored reflection on critical thinking and awareness of the responsibilities they have as potential disseminators and/or generators of information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01