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Publicação
Designing a low-code course for scientific and digital literacy in middle school
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| 1.5 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Over the past decade, scientific disinformation has been intensified by the COVID-19 pandemic and the proliferation of social media. The emergence of generative Artificial Intelligence (AI) tools has worsened the spread of misinformation and poses risks to scientific literature through low-quality journals. Promoting both scientific and digital literacy in education is now more critical than ever. Our pilot study explores how to enhance classroom instruction to foster student motivation while developing these literacies. We present an innovative course design featuring interdisciplinary, low-code STEM projects and collaborative learning. Designed for middle school students, the pedagogical scenarios span three difficulty levels. Teachers trained in the program praised its creativity and interdisciplinary approach, though concerns were raised about schools’ technological readiness. A pre- and post-implementation STEM interest survey revealed that the pilot group’s interest in Engineering and Technology increased compared to the control group, highlighting the course’s potential to spark lasting engagement in STEM fields.
Descrição
Publisher Copyright: © 2026 The Author(s). Published with license by Taylor & Francis Group, LLC.
Palavras-chave
Cooperative/collaborative learning improving classroom teaching interdisciplinary projects STEM teaching/learning strategies Education SDG 3 - Good Health and Well-being