Science literacy in the age of disinformation: Building bridges to address the complexity of the challenge.

Simple item page
dc.contributor.authorDos Santos Silva, Erasmo Moises
dc.contributor.authorArroio, Agnaldo
dc.coverage.spatialBogotá D.C.
dc.date.accessioned2024-06-11T21:15:20Z
dc.date.available2024-06-11T21:15:20Z
dc.date.issued2023
dc.descriptionCapítulo completo en acceso abierto que hace parte de la obra Media and information literacy for the public good: UNESCO MILID Yearbook 2023.
dc.description.abstractScience education and media and information literacy (MIL) significantly contribute to the current landscape of contested knowledge surrounding science and scientists, as evidenced by movements against COVID-19 health protocols. Nonetheless, a broader view than that typically portrayed of complexity is required. This chapter aims to offer recommendations to avoid counter-productive approaches based on problematic assumptions, such as considering all types of untrustworthy information as fake news. Thus, this chapter aims to problematize views about the information disorder phenomenon in the context of natural science in Brazil by providing a complex and coherent vision of the issue in the context of natural science educators and education.
dc.format.extent20 páginas
dc.format.mimetypeapplication/pdf
dc.identifier.citationDos Santos, E., & Arroio, A. (2023). Science literacy in the age of disinformation: Building bridges to address the complexity of the challenge. pp.83-102. Corporación Universitaria Minuto de Dios - UNIMINUTO.
dc.identifier.instnameinstname:Corporación Universitaria Minuto de Dios
dc.identifier.isbn9789587637052
dc.identifier.reponamereponame:Colecciones Digitales Uniminuto
dc.identifier.repourlrepourl:https://repository.uniminuto.edu
dc.identifier.urihttps://repository.uniminuto.edu/handle/10656/19433
dc.identifier.urihttps://doi.org/10.26620/uniminuto/978-958-763-705-2.cap.4
dc.language.isoen
dc.publisherCorporación Universitaria Minuto de Dios - UNIMINUTO
dc.relation.ispartofMedia and information literacy for the public good: UNESCO MILID Yearbook 2023.
dc.relation.urihttps://repository.uniminuto.edu/handle/10656/19196
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.localOpen Access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEducación científica
dc.subjectTrastorno de la información
dc.subjectEducación
dc.subjectPrácticas docentes
dc.subject.keywordsScience education
dc.subject.keywordsInformation disorders
dc.subject.keywordsRake news
dc.subject.keywordsSTEAM education
dc.subject.keywordsTeaching practices
dc.subject.lembLiteracy (Education) — Case Studies
dc.subject.lembPrimary Education 3.Adult Literacy — Research
dc.subject.lembEducation and Development
dc.subject.lembVocational Training
dc.subject.lembMedia Literacy
dc.titleScience literacy in the age of disinformation: Building bridges to address the complexity of the challenge.
dc.typeBook chapter
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.type.spaCapítulo de libro
dcterms.bibliographicCitationAllchin, D. (2005). Global warming: scam, fraud, or hoax? The American Biology Teacher, 77(4), 22–23. https://doi.org/10.1525/abt.2015.77.4.12
dcterms.bibliographicCitationAjzenman, N., Cavalcanti, T., & Da Mata, D. (2020). More than words: leaders’ speech and risky behavior during a pandemic. SSRN.
dcterms.bibliographicCitationArroio, A. (2020). The value of education in the context of the Covid-19 pandemic. Problems of Education in the 21st Century, 78(3), 309–313. https://doi.org/10.33225/pec/20.78.309
dcterms.bibliographicCitationArroio, A. (2019). Education as a human right against hate speech and intolerance. Problems of Education in the 21st Century, 77(3), 314–316. https://doi.org/10.33225/pec/19.77.314
dcterms.bibliographicCitationArroio, A. (2017). Is media literacy an urgent issue in education for all? Problems of Education in the 21st Century, 75(5), 416–418. http://oaji. net/articles/2017/457-1509895265.pdf
dcterms.bibliographicCitationBioRxiv. (n.d.) Uncanny similarity of unique inserts in the 2019-nCoV spike protein to HIV-1 gp120 and Gag. https://www.biorxiv.org/content/10.1101/2020.01.30.927871v2#page
dcterms.bibliographicCitationBoulware, L. E., Cooper, L. A., Ratner, L. E., LaVeist, T. A., & Powe, N. R. (2003). Race and trust in the health care system. Public Health Reports, 118(4), 358–365. https://doi.org/10.1016/S0033-3549(04)50262-5
dcterms.bibliographicCitationClarck, D. (2020, April 23). Trump suggests ‘injection’ of disinfectant to beat coronavirus and ‘clean’ the lungs. NBC News. https://www.nbcnews.com/ politics/donald-trump/trump-suggests-injection-disinfectant-beat-coronavirus-clean-lungs-n1191216.
dcterms.bibliographicCitationDevlin, K., Korenyuk, M. (2021, August 31). Ukraine war: history is rewritten for children in occupied areas. BBC News. https://www.bbc.com/ news/world-62577314
dcterms.bibliographicCitationDe Groote, I., Flink, L. G., Abbas, R., Bello, S. M., Burgia, L., Buck, L. T., Dean, C., Freyne, A., Higham, T., Jones, C. G., Kruszynski, R., Lister, A., Parfitt, S. A., Skinner, M. M., Shindler, K., & Stringer, C. B. (2016). New genetic and morphological evidence suggests a single hoaxer created ‘Piltdown man.’ Royal Society Open Science, 3(8), 160328. https://doi. org/10.1098/rsos.160328
dcterms.bibliographicCitationDe Ridder, J. (2021). What’s so bad about misinformation? Inquiry, 1–23. https://doi.org/10.1080/0020174X.2021.2002187
dcterms.bibliographicCitationEmbree, J. (2004). Ethics in research: immunization and autism links. Pediatrics and Child Health, 9(6), 373–374. https://doi.org/10.1093/pch/9.6.373
dcterms.bibliographicCitationFauzi, A., Saefi, M., Kristiana, E., Adi, W. C., & Lestariani, N. (2021). Factor and Rasch analysis on COVID-19 genetics literacy assessment instrument. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), 1–15. https://doi.org/10.29333/ejmste/11264
dcterms.bibliographicCitationFeinstein, N. W., & Waddington, D. I. (2020). Individual truth judgments or purposeful, collective sensemaking? rethinking science education’s response to the post-truth era. Educational Psychologist, 55(3), 155–166. https://doi.org/10.1080/00461520.2020.1780130
dcterms.bibliographicCitationFraune, C., & Knodt, M. (2018). Sustainable energy transformations in an age of populism, post-truth politics, and local resistance. Energy Research and Social Science, 43, 1–7. https://doi.org/10.1016/j.erss.2018.05.029
dcterms.bibliographicCitationGoldenberg, M. J. (2016). Public misunderstanding of science? reframing the problem of vaccine hesitancy. Perspectives on Science, 24(5), 552–581. https://doi.org/10.1162/POSC_a_00223
dcterms.bibliographicCitationGomes, S. F., Penna, J. C. B. O., & Arroio, A. (2020). Fake news científicas: percepção, Persuasão e Letramento [Scientific fake news: perception, persuasion and literacy]. Ciência and Educação (Bauru), 26, 1–13. https:// doi.org/10.1590/1516-731320200018
dcterms.bibliographicCitationHabgood-Coote, J. (2018). Stop talking about fake news! Inquiry, 1–33. https://doi.org/10.1080/0020174X.2018.1508363
dcterms.bibliographicCitationHöttecke, D., & Allchin, D. (2020). Reconceptualizing nature-of-science education in the age of social media. Science Education, 104(4), 641–666. https://doi.org/10.1002/sce.21575
dcterms.bibliographicCitationHussain, A., Ali, S., Ahmed, M., & Hussain, S. (2018). The anti-vaccination movement: A Regression in Modern Medicine. Cureus, 10(7), e2919. https://doi.org/10.7759/cureus.2919
dcterms.bibliographicCitationIyengar, S., & Massey, D. S. (2019). Scientific communication in a post-truth society. Proceedings of the National Academy of Sciences of the United States of America, 116(16), 7656–7661. https://doi.org/10.1073/ pnas.1805868115
dcterms.bibliographicCitationKahan, D. M., Jenkins-Smith, H., & Braman, D. (2011). Cultural cognition of scientific consensus. Journal of Risk Research, 14(2), 147–174. https:// doi.org/10.1080/13669877.2010.511246
dcterms.bibliographicCitationKahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2(10), 732–735. https://doi.org/10.1038/nclimate1547
dcterms.bibliographicCitationLeach, M. & Fairhead, J. (2007). Vaccine anxieties: global health, child health & society. London: Earthscan.
dcterms.bibliographicCitationLocatelli, S. W. (2021). Reflecting upon fake news in today’s post-truth era. Problems of Education in the 21st Century, 79(4), 513–515. https://doi. org/10.33225/pec/21.79.513
dcterms.bibliographicCitationMaia, P., Justi, R., & Santos, M. (2021). Aspects about science in the context of production and communication of knowledge of COVID-19. Science and Education, 30(5), 1075–1098. https://doi.org/10.1007/s11191-021-00229-8
dcterms.bibliographicCitationMcIntyre, L. (2019). Calling all physicists. American Journal of Physics, 87(9), 694–695. https://doi.org/10.1119/1.5117828
dcterms.bibliographicCitationMedeiros, T. (2022, January 7). Bia Kicis será investigada pelo conselho de ética por vazar informações de médicos [Bia Kicis will be investigated by the Ethics Council for leaking doctor`s information]. Correio Braziliense. https://www.correiobraziliense.com.br/politica/2022/01/4976043-bia-kicis-sera-investigada-pelo-conselho-de-etica-por-vazar-informacoes-de-medicos.html
dcterms.bibliographicCitationMiller, J., Rost, L., Bryant, C., Embry, R., Iqbal, S., Lannoye-hall, C., & Olson, M. (2021). Media literacy in the age of COVID and climate change. The Science Teacher, 88(6), 20–30.
dcterms.bibliographicCitationNatural History Museum. (n. d.). The Piltdown man. https://www.nhm.ac.uk/ our-science/departments-and-staff/library-and-archives/collections/ piltdown-man.html
dcterms.bibliographicCitationOreskes, N., & Conway, E. M. (2011). Merchants of doubt. London: Bloomsbury Publishing.
dcterms.bibliographicCitationOxford English Dictionary. (n.d). Post-truth. https://www.lexico.com/definition/post-truth.
dcterms.bibliographicCitationReid, G., & Norris, S. P. (2016). Scientific media education in the classroom and beyond: a research agenda for the next decade. Cultural Studies of Science Education, 11(1), 147–166. https://doi.org/10.1007/s11422-015-9709-1.
dcterms.bibliographicCitationResearchGate. (n.d). The possible origins of 2019-nCoV coronavirus. https:// www.researchgate.net/publication/360910691_The_possible_origins_ of_2019-nCoV_coronavirus
dcterms.bibliographicCitationRoozenbeek, J., Schneider, C. R., Dryhurst, S., Kerr, J., Freeman, A. L. J., Recchia, G., Van Der Bles, A. M., & Van Der Linden, S. (2020). Susceptibility to misinformation about COVID-19 around the world: susceptibility to COVID misinformation. Royal Society Open Science, 7(10), 201199. https://doi.org/10.1098/rsos.201199
dcterms.bibliographicCitationSaltelli, A., & Funtowicz, S. (2017). What is science’s crisis really about? Futures, 91, 5–11. https://doi.org/10.1016/j.futures.2017.05.010
dcterms.bibliographicCitationSharon, A. J., & Baram-Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life? Science Education, 104(5), 873–894. https://doi.org/10.1002/sce.21581
dcterms.bibliographicCitationSwire-Thompson, B., & Lazer, D. (2022). Reducing health misinformation in science: a call to arms. Annals of the American Academy of Political and Social Science, 700(1), 124–135. https://doi. org/10.1177/00027162221087686.
dcterms.bibliographicCitationTambini, D., (2017). Fake news: public policy responses. London: Media policy brief 20.
dcterms.bibliographicCitationWardle, C., & Derakhshan, H. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe report DGI(2017)09. Council of Europe.
dcterms.bibliographicCitationWest, J. D., & Bergstrom, C. T. (2021). Misinformation in and about science. Proceedings of the National Academy of Sciences of the United States of America, 118(15), 1–8. https://doi.org/10.1073/pnas.1912444117
dcterms.bibliographicCitationWong, J. C. (2019, March 18). The cambridge analytica scandal changed the world – but it didn’t change facebook. The Guardian. https://www. theguardian.com/technology/2019/mar/17/the-cambridge-analyticascandal-changed-the-world-but-it-didnt-change-facebook
dcterms.bibliographicCitationUNESCO (2021). Journalism, “fake news” and disinformation: Handbook for journalism education and training (1st ed.). Paris.

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Capitulo4-Media and information literacy for the public good UNESCO MILID Yearbook_2023.pdf.pdf
Size:
407.54 KB
Format:
Adobe Portable Document Format
Description:
Capítulo de libro
Download

Collections

Científicos