Research study about exposure to scientific misinformation in science and critical thinking skills of students

1. NAVIGATING THE
MISINFORMATION MAZE:
E M P O W E R I N G C R I T I C A L T H I N K I N G
S K I L L S I N S C I E N C E

2. Welcome to the interactive
activity on using critical thinking
skills in dealing with
misinformation.
-

3. Today, we will explore the
importance of critical thinking and
the essential strategies for
navigating the complex world of
misinformation, particularly on
vaccine misinformation.

4. DO YOU WANT TO TAKE
THE MISSION?
NO
YES

5. OBJECTIVE: 1
Identify misinformation from information and
disinformation.

6. OBJECTIVE: 2
Identify the potential consequences of vaccine -
related misinformation.

7. OBJECTIVE: 3
Recognize examples of real-world situation where
vaccine misinformation had significant effects.

8. OBJECTIVE: 4
Evaluate how critical thinking helped individuals
make informed decisions and avoid falling for false
vaccine information.

9. AREYOU READY?
QUIT
START

10. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 4
QUIT
TASK 3

11. FIRST TASK:
Identify What Is Misinformation

12. Which among these defines
MISINFORMATION?
Inaccurate and
misleading
information
shared in an
unintentional
way.
Deliberate
disseminatio
n of false or
inaccurate
information.
Knowledge
obtained
from
investigation,
study or
instruction.

13. INCORRECT
This is the definition of disinformation
according to Chen et al. (2023). Please
go back and pick another answer.
BACK

14. CORRECT
Good job! This is the definition of
misinformation according to Chen et al.
(2023). You may now proceed to your
next task.
NEXT

15. INCORRECT
This is the definition of information
Please go back and choose again.
BACK

16. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 4
QUIT
TASK 3

17. SECOND TASK:
Spot the
Misinformation

18. Misinformation or
not?

19. INCORRECT
NEXT
According to the Centers for Disease
Control and Prevention (2023), the COVID-19
vaccine components are safe. Almost all the
constituents of COVID-19 vaccines are also
found in foods, such as fats, sugars, and
salts.

20. CORRECT
NEXT
According to the Centers for Disease
Control and Prevention (2023), the COVID-19
vaccine components are safe. Almost all the
constituents of COVID-19 vaccines are also
found in foods, such as fats, sugars, and
salts.

21. Misinformation or
not?

22. INCORRECT
Mohammed et al., (2022) review reveals no link
between Autistic Spectrum Disorder and MMR
vaccination, despite theories suggesting a connection.
Public health officials should continue advocating for
vaccination, and more studies may be needed to rule out
the association between ASD and vaccination.
NEXT

23. CORRECT
Mohammed et al., (2022) review reveals no link
between Autistic Spectrum Disorder and MMR
vaccination, despite theories suggesting a connection.
Public health officials should continue advocating for
vaccination, and more studies may be needed to rule out
the association between ASD and vaccination.
NEXT

24. Misinformation or
not?

25. INCORRECT
According to the Centers for Disease Control and
Prevention (2023), COVID-19 cannot make you magnetic.
It is free from any metals such as iron, nickel, cobalt,
lithium, and rare earth alloys. They do not contain
ingredients that can produce an electromagnetic field at
the site of your injection.
NEXT

26. CORRECT
According to the Centers for Disease Control and
Prevention (2023), COVID-19 cannot make you magnetic.
It is free from any metals such as iron, nickel, cobalt,
lithium, and rare earth alloys. They do not contain
ingredients that can produce an electromagnetic field at
the site of your injection.
NEXT

27. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 4
QUIT
TASK 3

28. THIRD TASK:
Impact of vaccine
Misinformation

29. Wang et al., (2019) studied the
impact and influences of health-related
misinformation on social media. They
found out that misinformation about
connection between M.M.R. Vaccine and
autism are largely spreading on social
media.

30. NEXT
Example:

31. Direction: Select the possible
negative impacts of the presented
misinformation. (Adams et al., 2023)
CONFUSION
MISGUIDED
ACTION
MISINFORMED
BELIEFS
SOCIAL DIVISION
WELL-INFORMED
SOCIETY
HEALTH
AWARENESS
THREAT TO
HEALTH
TRUST IN
SCIENTIFIC
EVIDENCE
DISTRUST
NEXT

32. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 4
QUIT
TASK 3

33. FOURTH TASK:
Role of critical thinking

34. • It is the ability to analyze, evaluate, and
interpret information objectively and logically.
(Heard et al., 2020)
CRITICAL THINKING
• It is essential for distinguishing between
reliable information and misinformation. (Dwyer,
2017)

35. 1
2
3
4
TEACHINGCRITICAL
THINKING
NEXT
(Zucker, 2019)
5

36. 1
2
3
4
NEXT
Purpose
Is someone trying
to sell you
something or
create an
emotional reaction
(such as anger)
Is their aim to
provide accurate
information?
TEACHING
CRITICAL
THINKING
In assessing information in
social media, consider the
following. (Zucker, 2019)
5

37. 2
3
4
NEXT
Authority
Who made the
claim?
What
qualifications
does the
claimant have?
5
TEACHING
CRITICAL
THINKING
In assessing information in
social media, consider the
following. (Zucker, 2019)

38. 3
4
NEXT
5
Relevance
Does the claim
apply to you
(perhaps a claim
about a special
diet is accurate
but applies to
individuals with
an illness)?
TEACHING
CRITICAL
THINKING
In assessing information in
social media, consider the
following. (Zucker, 2019)

39. 4
NEXT
Currency
When was the
information published
(e.g., it is not unusual
for old photos to be
used to mislead
viewers about a
claim)?
5
TEACHING
CRITICAL
THINKING
In assessing information in
social media, consider the
following. (Zucker, 2019)

40. NEXT
Sources
Are there good
references, and do
well-qualified
people agree with
the claim or do
they hold another
view?
5
TEACHING
CRITICAL
THINKING
In assessing information in
social media, consider the
following. (Zucker, 2019)

41. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 4
QUIT
TASK 3

42. FIFTH TASK:
C r i t i c a l t h i n k i n g s t r a t e g i e s
f o r d e a l i n g w i t h m i s i n f o r m a t i o n

43. 1. VERIFY THE
SOURCE:
Identify the author and
publisher. Assess the
credibility and expertise of
the source. (Wineburg
&McGrew, 2019) NEXT
(Article from Pep.ph)

44. 2. FACT
CHECKING:
• Cross-reference information
with trusted sources.(Shu et
al., 2020)
• Fact-checking sites:
FactCheck.org, Politifact,
Snopes, and photo
verification tools
NEXT

45. 3.CONSIDER
MULTIPLE
PERSPECTIVES:
Evaluate different
viewpoints to gain a
comprehensive
understanding.
NEXT

46. 4. EXAMINE
EVIDENCE:
Scrutinize the quality
and reliability of
supporting evidence.
NEXT

47. 5. IDENTIFY LOGICAL
FALLACIES:
Recognize flawed
reasoning or
misleading tactics.
(Hruschka & Appel, 2023).
NEXT

48. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 4
QUIT
TASK 3

49. Assessment
FINAL TASK:

50. 1. An influencer you follow claims that oral polio
vaccines contain harmful substances that can
cause long-term health issues. Should you believe
this information?
A. Yes, the long-term effects of
vaccines are still unknown to
mankind.
B. No, vaccines are completely safe,
but some can experience side effects.
C. Yes, the claim is supported by
extensive scientific research and
evidence
D. No, all influencer in social media is
not a credible source of scientific
information.

51. 2. A video on social media promotes the idea that
polio vaccines contain harmful substances that
directly cause autism among babies. What should
you do with this claim?
A. Disregard the video due to its lack
of scientific evidence and experts’
commentary.
B. Share the video to raise awareness
about the potential risks associated
with vaccination.
C. Accept the video’s viewpoint
without questions, as it raises valid
concerns about vaccine safety.
D. Critically analyze the video's claim and
seek additional information from reputable
sources to evaluate its validity.

52. 3. Your Facebook friend messaged you, saying that
vaccines against mumps, measles, and rubella
(MMR) are responsible for the rise in autism cases.
How should you evaluate this argument?
D. Accept the claim without further
investigation.
B. Dismiss the claim entirely, as it
contradicts scientific consensus.
C. Evaluate the evidence supporting
the claim and consider the scientific
consensus.
A. Accept the claim without question,
as it aligns with popular beliefs.

53. 4. A follower in your Instagram account shared a
post claiming that HPV vaccines are unsafe and
can cause infertility in women. What is the most
appropriate action in this situation?
A. Share with her scientific studies
containing evidence of its safety and
effectiveness.
B. Avoid discussing the topic with your
followers because they might unfollow
you.
C. Post content on Instagram that
shows her ignorance about the HPV
vaccine issue.
D. Agree with your follower's opinion
and re-share her post to other social
media platforms.

54. 5. You receive a message from a friend claiming
that COVID-19 vaccines contain microchips that
can track individuals' movements. What should you
do in this situation?
A. Believe your friend's claims without
any further investigation.
B. Research information that shows
strong evidence of this claim.
C. Share scientific studies and
evidence that refute vaccine microchip
conspiracy theories
D. Report your friend's message to
social media platforms for violating
community guidelines.

55. INCORRECT
Carefully read and analyze the
question.
1 2 3 4 5 NEXT

56. CORRECT
Outstanding! You nailed it.
1 2 3 4 5 NEXT

57. START
FINISH
TASK 1
TASK 5
TASK
2
TASK 3
TASK 4
QUIT

58. C O N G R AT U L AT I O N S !

59. C O N G R AT U L AT I O N S !

60. REFERENCES
• Adams, Z., Osman, M., Bechlivanidis, C., & Meder, B. (2023). (Why) Is Misinformation a Problem? Perspectives on Psychological Science.
https://doi.org/10.1177/17456916221141344
• Chen, S., Xiao, L., & Kumar, A. (2023). Spread of misinformation on social media: What contributes to it and how to combat it. Computers in
Human Behavior. https://doi.org/10.1016/j.chb.2022.107643
• Dwyer, C. (2017). Applications of critical thinking. In Critical Thinking: Conceptual Perspectives and Practical Guidelines (pp. 145-171).
Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316537411.011
• Hruschka, T. M. J., & Appel, M. (2023). Learning about informal fallacies and the detection of fake news: An experimental intervention. PLoS
ONE, 18(3), Article e0283238. https://doi.org/10.1371/journal.pone.0283238
• Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical thinking: Definition and structure. Australian Council for
Educational Research. https://research.acer.edu.au/ar_misc/38
• Mohammed, S. A., Rajashekar, S., Ravindran, S. G., Kakarla, M., Gambo, M. A., Salama, M. Y., Ismail, N. H., Tavalla, P., Uppal, P., &
Hamid, P. (2022). Does Vaccination Increase the Risk of Autism Spectrum Disorder? Curēus. https://doi.org/10.7759/cureus.27921
• Shu, K., Sliva, A., Wang, S., Tang, J., & Liu, H. (2017, September 1). Fake News Detection on Social Media. SIGKDD Explorations.
https://doi.org/10.1145/3137597.3137600
• Skafle, I., Nordahl‐Hansen, A., Quintana, D., Wynn, R., & Gabarrón, E. (2022). Misinformation About COVID-19 Vaccines on Social Media:
Rapid Review. JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research. https://doi.org/10.2196/37367

61. REFERENCES
• COVID-19 Vaccine Facts. (2023, September 27). Centers for Disease Control and Prevention.
https://www.cdc.gov/coronavirus/2019-ncov/vaccines/facts.html
• Francisco, A. (2021, August 1) I’m a doctor. At inaamin kong HINDI gumagana ang BAKUNA.[Status
update]Facebook.
https://web.facebook.com/story.php?story_fbid=240942881187426&id=100058151465583&rdid=kgSaGC1t2
eAZlWFJ
• Larga, R.C.[@arshielife](2021, July 10) #stich with with @thelakwatsero | Bawal bang uminom ng alak at
kape pagkatapos magpabakuna? #learnontiktok #tiktokskwela #healthtokph [Video]
Tiktok.https://www.tiktok.com/@arshielife/video/6983221957202480411?_r=1&_t=8mH2CMSrkOo
• Wang, Y., McKee, M., Torbica, A., Stuckler, D.: Systematic literature review on the spread of health-related
misinformation on social media. Soc. Sci. Med. 240, 112552 (2019)
• Zucker, A. (2019). Using critical thinking to counter misinformation. Science Scope (Washington, D.C.),
42(8), 6–9.

62. Navigating The
Misinformation Maze: The
Power Of Critical Thinking
END OF PRESENTATION
CREATED BY: JENNIFER
D. RELOX