O pH e a imunidade : desmistificando quimicamente fake news

Abstract

The dissemination of false news (fake news) has been a recurring problem and caused concern in different areas of society. This news spread misconceptions on social media. The number of publications and the speed of dissemination have attracted attention in recent years. In Brazil, it is estimated that there was a specific increase in new internet access between 2019 and 2021. This represents around 6% of the population, that is, 12 million people in a new (virtual) environment where False information is also propaganda. Science in general faces attacks caused by the dissemination of fraudulent news. In this context, chemical concepts were also affected by these characteristics. A concrete example is the loss of the concept of pH, which was accompanied by the statement that an increase in the levels of this parameter could result in an increase in immunity. Thus, this work aimed to investigate the impact of fake news on the chemical concepts of acidity and basicity among students at the Dom Luciano José Cabral Duarte Center of Excellence. The students carried out various activities, including solving questionnaires and participating in guided interviews, competitions and experimental activities related to the topic of pH and its relationship with immunity. The results revealed a significant improvement in the active participation of students (70% of students rated the classes as excellent) and an advance in understanding the concepts of acidity and basicity (40% of students showed a good understanding of the concepts of pH after the sequence of classes). This study highlights the importance and possibility of addressing the topic of fake news in the context of scientific education, identifying its potential impact on students' understanding of chemical concepts. When comparing the initial answers with the final questionnaires, an advance was presented in the understanding and comprehension of the concept of pH by the students. Through engaging pedagogical approaches, such as competition and practical activities, more effective learning and the demystification of misinformation were promoted. The perspectives point to the expansion and improvement of these strategies, seeking to mitigate the effects of fake news in chemistry teaching and promoting critical and solid scientific education among students.