Inoculating students against science-based manipulation strategies in social media: debunking the concept of ‘water with conductivity extract’

Belova, Nadja; Eilks, Ingo

doi:10.1039/d2rp00191h

Chem. Educ. Res. Pract.

2023

DOI: 10.1039/d2rp00191h

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Inoculating students against science-based manipulation strategies in social media: debunking the concept of ‘water with conductivity extract’

Nadja Belova

Ingo Eilks

Abstract: Social media are a popular source of information for young people, serving the purposes of not only communication but also the creation and distribution of content as well as advertising....

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Cited by 3 publications

References 51 publications

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Perspectives of Generative AI in Chemistry Education Within the TPACK Framework

Feldman-Maggor,

Blonder,

Alexandron

2024

J Sci Educ Technol

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Artificial intelligence (AI) has made remarkable strides in recent years, finding applications in various fields, including chemistry research and industry. Its integration into chemistry education has gained attention more recently, particularly with the advent of generative AI (GAI) tools. However, there is a need to understand how teachers’ knowledge can impact their ability to integrate these tools into their practice. This position paper emphasizes two central points. First, teachers technological pedagogical content knowledge (TPACK) is essential for more accurate and responsible use of GAI. Second, prompt engineering—the practice of delivering instructions to GAI tools—requires knowledge that falls partially under the technological dimension of TPACK but also includes AI-related competencies that do not fit into any aspect of the framework, for example, the awareness of GAI-related issues such as bias, discrimination, and hallucinations. These points are demonstrated using ChatGPT on three examples drawn from chemistry education. This position paper extends the discussion about the types of knowledge teachers need to apply GAI effectively, highlights the need to further develop theoretical frameworks for teachers’ knowledge in the age of GAI, and, to address that, suggests ways to extend existing frameworks such as TPACK with AI-related dimensions.

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Perspectives of Generative AI in Chemistry Education Within the TPACK Framework

Feldman-Maggor,

Blonder,

Alexandron

2024

J Sci Educ Technol

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Can Media Literacy Intervention Improve Fake News Credibility Assessment? A Meta-Analysis

Lu,

Hu,

Bao

et al. 2024

Cyberpsychology, Behavior, and Social Networking

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Analysing and developing linguistically responsive tasks within the frame-work of the cross-disciplinary Erasmus+ project sensiMINT

Lembens,

Krebs

2023

Chemistry Teacher International

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Scientific literacy is required to judge and act in an informed and responsible manner. Science education strives to enable learners to become scientific literate. To achieve this, there are science-specific and linguistic challenges to overcome. When teaching and learning chemistry, it is important to be aware that language varies according to the discourse topic, the relationship between the interlocutors, and the medium of communication. In the context of chemistry education, students are meant to learn how to extract information from subject-specific text-types such as lab reports, diagrams, etc., and to produce them autonomously. To do so, understanding and applying the conventions of academic language and the subject-specific scientific registers is necessary. To deal with these challenges, the Erasmus+ project sensiMINT was initiated to support both teachers and learners. In cross-disciplinary communities of practice, linguistically responsive tasks are analysed, developed, and refined. The paper presents the theoretical background and introduces genre charts of different chemistry-specific text-types as constructed by the sensiMINT experts. The application of the genre charts for understanding and producing chemistry-specific text-types is demonstrated with concrete examples.

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Inoculating students against science-based manipulation strategies in social media: debunking the concept of ‘water with conductivity extract’

Abstract: Social media are a popular source of information for young people, serving the purposes of not only communication but also the creation and distribution of content as well as advertising....

Cited by 3 publications

References 51 publications

Perspectives of Generative AI in Chemistry Education Within the TPACK Framework

Perspectives of Generative AI in Chemistry Education Within the TPACK Framework

Can Media Literacy Intervention Improve Fake News Credibility Assessment? A Meta-Analysis

Analysing and developing linguistically responsive tasks within the frame-work of the cross-disciplinary Erasmus+ project sensiMINT

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