Scientific literacy in times of misinformation: a systematic literature review

Authors

DOI:

https://doi.org/10.22600/1518-8795.ienci/2025v30n2p106

Keywords:

Science education, Scientific communication, Post-truth, Critical thinking, Epistemic vigilance

Abstract

Mitigating the harmful effects of disinformation in today's society requires diverse efforts, in different areas and a coordinated manner. Addressing this problem in science education by focusing on students' Scientific Literacy (SC) is a promising possibility for tackling it. Therefore, we aimed to identify manifestations of SC in the fields of education and scientific communication with the potential for social mobilization in the face of the context of misinformation with this Systematic Literature Review. We identified the importance of including in educational actions the promotion of understanding of psychological and sociological aspects that regulate our interaction with information, such as views of motivated communication and reasoning; we discussed the demand for a renewed SC, which intersects its dimensions with other literacies, such as media literacy and information literacy, in addition to redefining its emphasis on stimulating critical thinking based on epistemic trust; we have recorded successful experiences in the development of critical thinking and epistemic vigilance based on strategies based on reading, writing, and verification of information, with a predominance of active methodologies used by educators. We believe that our findings contribute to combating misinformation, providing the basis for pedagogical actions potentially capable of weakening this global phenomenon.

Author Biographies

  • Francisco Robson Carvalho de Oliveira, Universidade Estadual da Paraíba
    Licenciou-se em Ciências Biológicas pelo Instituto Federal de Educação, Ciência e Tecnologia do Ceará (2016) e é mestre em Ecologia e Recursos Naturais pela Universidade Federal do Ceará (2018). Atualmente cursa doutorado profissional em Ensino de Ciências e Educação Matemática na Universidade Estadual da Paraíba (PPGECEM – UEPB) e é Professor de Biologia na Educação Básica em nível médio lotado na Secretaria de Estado da Educação na Paraíba (SEE-PB). Tem publicações de artigos científicos no campo da ecologia, com ênfase na herpetofauna e investiga atualmente a Educação Científica, com foco na contribuição do Ensino de Biologia para a Alfabetização Científica.
  • Cidoval Morais de Sousa, Universidade Estadual da Paraíba
    Doutorou-se em Geociências pela Universidade Estadual de Campinas (2005). Fez estudos de Pós-doutoramento na Universidade Federal de São Carlos (UFSCar) em Sociologia da Ciência e da Tecnologia (Enfoque CTS), com supervisão da Profa. Dra. Maria Cristina P. Innocentini Hayashi. É professor efetivo da Universidade Estadual da Paraíba (UEPB), vinculado aos Programas de Pós-graduação em Ensino de Ciências e Educação Matemática e em Desenvolvimento Regional (PPGECEM e PPGDR), além de colaborar com Programa de Pós-Graduação em Ciência, Tecnologia e Sociedade da UFSCar (PPGCTS). Tem investigado, estudado, publicado e orientado monografias, dissertações e teses com ênfase nos seguintes temas: Regionalização Midiática; Educação e Ciência; Ciência, Tecnologia, Inovação e Desenvolvimento Regional; Políticas Públicas e Desenvolvimento Regional; Água, saúde pública e desenvolvimento regional; desenvolvimento de cidades de pequeno e médio porte. Organizou livros temáticos e publicou artigos em periódicos nacionais e estrangeiros. Tem experiência na área de comunicação midiática (jornal, rádio, revista, televisão, blog, etc.), direção de editora universitária, edição científica, faz roteiros, produz documentários científicos e históricos.

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Published

2025-08-31

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Vol. 30 No. 2 (2025): Agosto de 2025

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Artigos

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Copyright (c) 2025 Francisco Robson Carvalho de Oliveira, Cidoval Morais de Sousa

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How to Cite

Oliveira, F. R. C. de, & Sousa, C. M. de. (2025). Scientific literacy in times of misinformation: a systematic literature review. Investigations in Science Education, 30(2), 106-133. https://doi.org/10.22600/1518-8795.ienci/2025v30n2p106