Do fake news influence the teaching and learning process in Science and Biology education?
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da SBEnBIO |
Texto Completo: | https://renbio.org.br/index.php/sbenbio/article/view/760 |
Resumo: | This study aimed to analyze the perception of Biology teachers in relation to fake news in Science and Biology subjects. Considering the difficulties of the current scenario in the context of a pandemic and considering that students are increasingly connected to the internet, an exploratory research was carried out through the application of an online questionnaire to 125 Science and Biology teachers. The analysis, of a qualitative-quantitative nature, revealed that there is a high degree of experience of teachers with fake news in the classroom and the vast majority claims to be a topic of interest and needs to be fought in order to avoid damages to Education and science teaching. |
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Do fake news influence the teaching and learning process in Science and Biology education?¿Influyen las noticias falsas en el proceso de enseñanza y aprendizaje en la educación en Ciencias y Biología?As fake news influenciam o processo ensino e aprendizagem na educação de Ciências e Biologia?BiologiaEnsino de Ciências e BiologiaAprendizagemNotícias falsasnão desejo adicionar informaçõesBiologyScience teachingFake NewsLearningBiologíaEnseñanza de cienciasFake NewsAprendizajeThis study aimed to analyze the perception of Biology teachers in relation to fake news in Science and Biology subjects. Considering the difficulties of the current scenario in the context of a pandemic and considering that students are increasingly connected to the internet, an exploratory research was carried out through the application of an online questionnaire to 125 Science and Biology teachers. The analysis, of a qualitative-quantitative nature, revealed that there is a high degree of experience of teachers with fake news in the classroom and the vast majority claims to be a topic of interest and needs to be fought in order to avoid damages to Education and science teaching.El presente trabajo tuvo como objetivo analizar la percepción de los profesores de Biología en relación a las notícias falsas en las asignaturas de Ciencias y Biología. Considerando las dificultades del escenario actual en el contexto de una pandemia y considerando que los estudiantes están cada vez más conectados a internet, se realizó una investigación exploratoria mediante la aplicación de un cuestionario en línea a 125 docentes de Ciencias y Biología. El análisis, de carácter cualitativo-cuantitativo, reveló que existe un alto grado de experiencia de los docentes con fake news en el aula y la gran mayoría afirma ser un tema de interés y necesita ser combatido para evitar daños a la enseñanza de la Educación y las Ciencias.O presente trabalho teve como objetivo analisar a percepção dos professores de Biologia na relação com as fake news nas disciplinas de Ciências e Biologia. Considerando as dificuldades do cenário atual no contexto de pandemia e considerando que os alunos estão cada vez mais conectados à internet, foi realizado uma pesquisa de caráter exploratória por meio da aplicação de um questionário online a 125 professores de Ciências e Biologia. A análise, de caráter quali-quantitativo, revelou que há um elevado grau de vivência dos professores com as fake news, em sala de aula, e a grande maioria afirma ser um tema de interesse e precisa ser combatido a fim de evitar danos à Educação e ao ensino de Ciências.SBEnBio - Associação Brasileira de Ensino de Biologia2022-12-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos parestextoapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/76010.46667/renbio.v15i2.760SBEnBio Biology Teaching Journal; 2022: v.15, 2 (dez. 2022) ; 1011-1030Revista de Enseñanza de Biología SBEnBio; 2022: v.15, 2 (dez. 2022) ; 1011-1030Revista de Ensino de Biologia da SBEnBio; 2022: v.15, n.2 (dez. 2022) ; 1011-10302763-889810.46667/renbio.v15i2reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/760/300nãoCopyright (c) 2022 Revista de Ensino de Biologia da SBEnBiohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPinto, Benjamin Carvalho TeixeiraSilva, Rony Benevides da Medeiros, Ranlig Carvalho de2022-12-03T11:33:32Zoai:ojs.renbio.org.br:article/760Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2022-12-03T11:33:32Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false |
dc.title.none.fl_str_mv |
Do fake news influence the teaching and learning process in Science and Biology education? ¿Influyen las noticias falsas en el proceso de enseñanza y aprendizaje en la educación en Ciencias y Biología? As fake news influenciam o processo ensino e aprendizagem na educação de Ciências e Biologia? |
title |
Do fake news influence the teaching and learning process in Science and Biology education? |
spellingShingle |
Do fake news influence the teaching and learning process in Science and Biology education? Pinto, Benjamin Carvalho Teixeira Biologia Ensino de Ciências e Biologia Aprendizagem Notícias falsas não desejo adicionar informações Biology Science teaching Fake News Learning Biología Enseñanza de ciencias Fake News Aprendizaje |
title_short |
Do fake news influence the teaching and learning process in Science and Biology education? |
title_full |
Do fake news influence the teaching and learning process in Science and Biology education? |
title_fullStr |
Do fake news influence the teaching and learning process in Science and Biology education? |
title_full_unstemmed |
Do fake news influence the teaching and learning process in Science and Biology education? |
title_sort |
Do fake news influence the teaching and learning process in Science and Biology education? |
author |
Pinto, Benjamin Carvalho Teixeira |
author_facet |
Pinto, Benjamin Carvalho Teixeira Silva, Rony Benevides da Medeiros, Ranlig Carvalho de |
author_role |
author |
author2 |
Silva, Rony Benevides da Medeiros, Ranlig Carvalho de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pinto, Benjamin Carvalho Teixeira Silva, Rony Benevides da Medeiros, Ranlig Carvalho de |
dc.subject.por.fl_str_mv |
Biologia Ensino de Ciências e Biologia Aprendizagem Notícias falsas não desejo adicionar informações Biology Science teaching Fake News Learning Biología Enseñanza de ciencias Fake News Aprendizaje |
topic |
Biologia Ensino de Ciências e Biologia Aprendizagem Notícias falsas não desejo adicionar informações Biology Science teaching Fake News Learning Biología Enseñanza de ciencias Fake News Aprendizaje |
description |
This study aimed to analyze the perception of Biology teachers in relation to fake news in Science and Biology subjects. Considering the difficulties of the current scenario in the context of a pandemic and considering that students are increasingly connected to the internet, an exploratory research was carried out through the application of an online questionnaire to 125 Science and Biology teachers. The analysis, of a qualitative-quantitative nature, revealed that there is a high degree of experience of teachers with fake news in the classroom and the vast majority claims to be a topic of interest and needs to be fought in order to avoid damages to Education and science teaching. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://renbio.org.br/index.php/sbenbio/article/view/760 10.46667/renbio.v15i2.760 |
url |
https://renbio.org.br/index.php/sbenbio/article/view/760 |
identifier_str_mv |
10.46667/renbio.v15i2.760 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://renbio.org.br/index.php/sbenbio/article/view/760/300 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
não |
dc.publisher.none.fl_str_mv |
SBEnBio - Associação Brasileira de Ensino de Biologia |
publisher.none.fl_str_mv |
SBEnBio - Associação Brasileira de Ensino de Biologia |
dc.source.none.fl_str_mv |
SBEnBio Biology Teaching Journal; 2022: v.15, 2 (dez. 2022) ; 1011-1030 Revista de Enseñanza de Biología SBEnBio; 2022: v.15, 2 (dez. 2022) ; 1011-1030 Revista de Ensino de Biologia da SBEnBio; 2022: v.15, n.2 (dez. 2022) ; 1011-1030 2763-8898 10.46667/renbio.v15i2 reponame:Revista da SBEnBIO instname:Associação Brasileira de Ensino de Biologia (SBEnBio) instacron:SBEnBio |
instname_str |
Associação Brasileira de Ensino de Biologia (SBEnBio) |
instacron_str |
SBEnBio |
institution |
SBEnBio |
reponame_str |
Revista da SBEnBIO |
collection |
Revista da SBEnBIO |
repository.name.fl_str_mv |
Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio) |
repository.mail.fl_str_mv |
revistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com |
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