Popularização Científica: Ciência e pseudociência no ensino médio

Abstract

The rise of pseudosciences and misinformation in today's society, particularly on social media, has posed significant challenges to science education in schools. The lack of critical thinking among students and teachers’ difficulties in clearly distinguishing between science and pseudoscience expose a concerning educational gap. This undergraduate thesis aims to understand high school students’ perceptions of science and pseudoscience, while also exploring didactic strategies that promote scientific thinking. The research is guided by the following question: how do students differentiate scientifically based knowledge from pseudoscientific content widely spread on social media? The study was conducted with students from three first-year high school classes at Colégio Estadual Tancredo de Almeida Neves, in Águas Lindas de Goiás, through a three-lesson didactic sequence and the application of a questionnaire. The methodology is mixed, combining qualitative analysis of classroom activities with quantitative evaluation of the questionnaires. Results show that most students were previously unfamiliar with the concept of pseudoscience, but showed significant changes in perception after the intervention. The findings suggest that promoting science through critical and interactive pedagogical approaches can contribute to the development of more informed citizens, capable of questioning false information and valuing scientific knowledge.