DIGITAL SCIENTIFIC LITERACY: TRAINING CRITICAL CITIZENS IN THE INFORMATION AGE

Abstract

This research investigated the role of digital science literacy in the formation of critical citizens, focusing on strategies to combat disinformation in the digital age. The central problem analyzed was how to develop digital scientific literacy skills to promote critical thinking and resistance to misinformation. The overall objective was to examine effective pedagogical approaches to integrate digital science literacy into the educational curriculum, aiming at the formation of informed and critical citizens. The methodology used was a systematic bibliographic review, with a qualitative approach, analyzing recent publications on scientific literacy, digital literacy and combating disinformation. The results indicated that the integration of critical analysis skills of scientific information with digital skills is fundamental to navigate the current informational landscape. Strategies such as inquiry-based teaching, collaborative fact-checking and interdisciplinary digital media projects were highlighted. The survey highlighted the importance of a holistic approach that combines scientific knowledge, digital skills, and critical thinking. The final considerations pointed to the need for educational policies that prioritize digital scientific literacy at all levels of education, as well as the continuing education of educators in this area. Longitudinal studies were recommended to assess the long-term impact of these interventions on citizens' ability to tackle disinformation.