Confrontations to Scientific Denialism: Exploring the Nature of Science Through Fact-checking
Scientific denialism is characterized by discrediting and dismissing science and its institutions. Alongside recurrent challenges in scientific education, denialism has prompted researchers to rethink strategies and seek new approaches to understand the phenomenon and combat its impact on science te...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/3747 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/3747 |
| Access Level: | acceso abierto |
| Palabra clave: | Vacinas Credibilidade Fake news Vaccines Credibility Fake News |
| Sumario: | Scientific denialism is characterized by discrediting and dismissing science and its institutions. Alongside recurrent challenges in scientific education, denialism has prompted researchers to rethink strategies and seek new approaches to understand the phenomenon and combat its impact on science teaching and learning. In the same way, this study aims to evaluate the teaching potential of fact-checking publications to explore the Nature of Science (NOS). To reach this goal, we identified and characterized NOS elements in fact-checking about vaccines and autism based on Douglas Allchin and collaborators' partial inventory of dimensions of reliability in science, including its updates focused on the social media context. From this analysis, we inferred that dimensions related to the sociocultural axis predominate in the sample, compared with the conceptual and observational axes. We emphasize that related to communication-related factors, such as authority, credibility, and epistemic trust and dependence, are prevalent. According to the results, we point out different paths to work NOS aspects that are less alluded to in the publications. We hope this discussion will encourage further exploration and thus contribute to its approach from teaching training to basic education. |
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