Desinformación en la Ciencia y la Educación Científica: Una Revisión de la Literatura
DOI:
https://doi.org/10.28976/1984-2686rbpec2026u175205Palabras clave:
desinformación, ciencias, educación científicaResumen
El objetivo de este estudio es comprender cómo la literatura extranjera ha abordado la desinformación científica en el ámbito educativo. La investigación cualitativa y bibliográfica utilizó la base de datos ERIC (Educational Resources Information Center), adoptando los descriptores “misinformation” o “disinformation” y “science.” El corpus, compuesto por 36 artículos publicados desde el año 2000, revela un crecimiento en las publicaciones sobre el tema, especialmente tras la pandemia de COVID-19, presentando la desinformación como un fenómeno multifactorial, amplificado, sobre todo, por los entornos digitales y las redes sociales. Los resultados se presentan en cinco categorías: la primera se relaciona con el uso de términos; la segunda, con las características de la producción (ubicación, revista y año de publicación); la tercera, con estudios teóricos sobre cognición epistémica, la naturaleza de la ciencia y el pensamiento crítico; la cuarta, con la investigación empírica que investiga la percepción, el comportamiento y la toma de decisiones de estudiantes, docentes y usuarios de redes sociales; y la quinta, vinculada a propuestas docentes aplicadas o sugeridas, busca desarrollar habilidades para reconocer y combatir la desinformación. En general, los estudios apuntan a la necesidad de fortalecer la enseñanza de las ciencias con un enfoque en la interpretación, evaluación y uso crítico de la información, destacando la metacognición y la alfabetización como estrategias educativas para mitigar los efectos de la desinformación.
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Derechos de autor 2026 Jean Carlos Nicolodi, Cleci Teresinha Werner da Rosa, Nathan Willig Lima
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