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Designing a low-code course for scientific and digital literacy in middle school

2026Artigo científico Acesso aberto
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dc.contributor.authorAguiar, Micaela
dc.contributor.authorBrito, Miguel A.
dc.contributor.authorAraújo, Sílvia
dc.contributor.authorVarajão, João
dc.contributor.authorSantos, Carolina
dc.contributor.institutionComprehensive Health Research Centre (CHRC) - Pólo ENSP
dc.contributor.institutionCentro de Investigação em Saúde Pública (CISP/PHRC)
dc.contributor.institutionEscola Nacional de Saúde Pública (ENSP)
dc.date.accessioned2026-07-14T11:20:04Z
dc.date.available2026-07-14T11:20:04Z
dc.date.issued2026
dc.descriptionPublisher Copyright: © 2026 The Author(s). Published with license by Taylor & Francis Group, LLC.
dc.description.abstractOver 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.en
dc.description.versionpublishersversion
dc.description.versioninpress
dc.format.extent1574852
dc.identifier.doi10.1080/00220671.2026.2674666
dc.identifier.issn0022-0671
dc.identifier.otherPURE: 168316266
dc.identifier.otherPURE UUID: 0cce8e99-1192-4a0d-8c1f-f40a2353cac4
dc.identifier.otherScopus: 105040028865
dc.identifier.otherWOS: 001775882300001
dc.identifier.urihttp://hdl.handle.net/10362/204495
dc.identifier.urlhttps://www.scopus.com/pages/publications/105040028865
dc.language.isoeng
dc.peerreviewedyes
dc.subjectCooperative/collaborative learning
dc.subjectimproving classroom teaching
dc.subjectinterdisciplinary projects
dc.subjectSTEM
dc.subjectteaching/learning strategies
dc.subjectEducation
dc.subjectSDG 3 - Good Health and Well-being
dc.titleDesigning a low-code course for scientific and digital literacy in middle schoolen
dc.typejournal article
degois.publication.titleJournal of Educational Research
dspace.entity.typePublication
rcaap.rightsopenAccess

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