É fato ou fake? A Química e as fake news no contexto da pandemia da COVID-19

• Ano de defesa: 2023
• Autor(a) principal: Durães, Fernando Dalbó
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Ensino por investigação; Alfabetização científica; Negacionismo; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17111

Fake news is an increasingly present phenomenon in our society. With the advancement of technology, the dissemination of false information has become much easier and faster. This phenomenon can have significant impacts on science, which is one of the areas most affected by fake news, as false information can be disseminated about scientific discoveries, medical treatments, vaccines and other health-related topics. The present research sought to analyze a research-based teaching proposal based on the development of the project "Is it fact or fake? Chemistry and fake news in the context of the COVID-19 pandemic", in addition to contributing to the understanding and use of digital information and communication technologies in a critical, meaningful, reflective and ethical way, to communicate, access and disseminate information. For this, a research with a qualitative approach was developed, based on an action research, in which a didactic sequence was elaborated and applied, built from Freire's assumptions for a liberating education, and based on the Dynamics of the Three Pedagogical Moments of Delizoicov, Angotti and Pernambuco. The research was carried out in a school of the state network of Espírito Santo, located in the urban area of the city of São Mateus, ES, in two classes of the 3rd grade of high school. In order to promote an investigative and critical look of the students, teaching by investigation was adopted, combined with experimentation in chemistry teaching. Data were collected from two questionnaires, logbook and audio recording. Data analysis was performed using content analysis, proposed by Bardin. During the application of the research it was possible to realize that before the development of the activities the students presented a simple idea about the subject, built from observations of everyday life. After the application of the didactic sequence the students presented a scientific knowledge on the subject. Thus, it was verified that there was a restructuring of the students' knowledge, reaching the conclusion that Teaching by Investigation is a teaching approach that favors the construction of students' knowledge.