Mestrado Profissional em Ensino de Biologia em Rede Nacional

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http://repositorio.ufes.br/handle/10/17607

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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Assunto "Alfabetização Científica"

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    O USO DE SEQUÊNCIA DIDÁTICA INVESTIGATIVA COMO FORMA DE COMBATE ÀS FAKE NEWS SOBRE COVID-19 NO ENSINO DE BIOLOGIA
    (Universidade Federal do Espírito Santo, 2022-08-27) Leite, Adriano Flores; Tosta, Vander Calmon; https://orcid.org/0000-0003-3069-5221; http://lattes.cnpq.br/2908060681009416; https://orcid.org/; http://lattes.cnpq.br/; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929; Goncalves, Emerson Nunes da Costa; https://orcid.org/0000-0001-8026-9277; http://lattes.cnpq.br/9111839491391094
    Fake news has proved to be a serious social problem and has affected several sectors, including the teaching of Science and Biology. The use of didactic sequences has been the object of study by several researchers who seek methodologies to promote scientific literacy and mitigate the impact of fake news on society. In addition, the search for alternative teaching methods has also aimed to make the teaching of natural sciences more attractive to students. In the present work, an investigative didactic sequence was prepared on the subject of COVID-19 as a way to combat fake news on the subject. The investigative didactic sequence consisted of four steps. The first consisted of searching social networks for posts containing information about the disease and raising hypotheses about their veracity. In the second, the groups researched methods of identifying fake news and information about COVID-19 in order to confront the hypotheses raised. In the third, the groups' conclusions were presented and a conversation circle was held to discuss the results. In the last one, the groups prepared dissemination materials in a format for posting on Instagram and Tik Tok to raise awareness of the school community about the means for recognizing fake news. After its development, it presented itself as an enhancer of students' discussion and reflection on fake news and its impacts on society, as well as in clarifying doubts they had about COVID-19.