@inbook{3d9f483b1acf4d209840b3d7018ee180,
title = "COVID-19: A Context to Promote Critical Thinking and Argumentation in Secondary and University Students",
abstract = "ScienceScienceeducationEducation faces urgent challenges related to the increase of “fake newsNews, fake” on socio-scientific issues (SSI)Issue, socio-scientific that affect citizens{\textquoteright} livesLife. This situation affects teaching and learning and critical decisionsDecision on healthHealth issues. During the COVID-19COVID-19pandemicPandemic, citizens worldwide were called for actionsAction and decisionsDecision to stop the spread of the diseaseDisease. People were confronted with a rise of disinformation regarding potential ways to prevent and recover from COVID-19COVID-19. EducatorsEducator tried to find ways to support their studentsStudent to understand issues related to COVID-19 and apply their critical thinkingThinking, critical to understand SSI. The purpose of this chapter is to describe two case studies of educatorsEducator as they tried to engage their studentsStudentin COVID-19COVID-19 as an SSI during the lockdown. Teaching scienceScience in the pandemicPandemic context. (Made by Santi Jim{\'e}nez).",
keywords = "Active citizenship, COVID-19, Critical thinking, Fake news, Post-truth era, Science education, Socio-scientific issues",
author = "Blanca Puig and Maria Evagorou",
note = "Publisher Copyright: {\textcopyright} The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.",
year = "2023",
doi = "10.1007/978-3-031-15959-6_12",
language = "English",
series = "Integrated Science",
publisher = "Springer Nature",
pages = "219--236",
booktitle = "Integrated Science",
address = "Taiwan, Province of China",
}