{"CACHEDAT":"2026-04-10 02:44:05","SLUG":"2026-02-12-ItRreIHsJ2","MARKDOWN":"![](/api/attachments.redirect?id=01e62c68-991a-47bb-8e6e-1ff28b7fb85d \" =4173x2155\")\n\n\n\\\nissue → positions → argumentation\n\n## **Terminology**\n\n* **SSI / RWI**: ISSUE: starting point / a question without a simple, single-truth answer\n* **information**\\nany content regarding an SSI\n* **source:** a communicative artefact that conveys a **message** (sender / receiver) expressing a position on a SSI\n * **type** (epistemic proximity)\n * primary: original, first-hand material\n * secondary: interprets, summarises, or analysises, primary material\n * ~~tertiary: complies or organises information (textbook, wiki)~~\n * **format**\n * news article, opinion piece, editorial, report, blog post, social media post, video, podcast, press release, interview\n * **platform** → official, funding, sponsored…\n * **==creator / sender / messenger / author==**: named / institutional / anonymous\n * quoting references (sources within sources): mention of where information comes from (people, institutions, other texts)\n * **date**\n* **message**\n * 1+ viewpoints/positions (one-sided, \n * \"framing\" → rhetorical devices etc.\n* **snippet**\n * emotional headline! images!\n * preview / teaser (truncated message; context missing) in feed / search results\n\n# `D1` Open up your mind: ==awareness + media landscape==\n\n## `D1G1` ~~Recognise your own information bubble or echo chamber.~~ Be aware that you may not have the full picture regarding the SSI.\n\n\n:::tip\n### `D1G1O1` Describe the variety of information sources available today.\n\n* `D1G1O1H1` List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)\n* `D1G1O1H2` Categorise ☑ information sources into different types (recipients etc.)\n\n:::\n\n\n:::tip\n### `D1G1O2` Recognise the importance of using a variety of information sources and carefully selecting them.\n\n* `D1G1O2H1` Use information from different sources types and different sources.\n* `D1G1O2H2` Explain the influence of algorithms on search results and on social media feeds.\n * ==H5P (Elsa)==\n* `D1G1O2H3` Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.\n\n:::\n\n\n:::tip\n### `D1G1O3` Examine the impact of misinformation on society.\n\n* `D1G1O3H1` Recognise the possibility to fall for and (un)intentionally share misinformation.\n* `D1G1O3H2` Examine possible consequences for uninformed and misinformed individuals and societies.\n\n:::\n\n## `D1G2` Use search strategies to find (more) information sources on the socio-scientific issue.\n\n\n:::tip\n### `D1G2O1` Determine the focus (what), scope (how much), and purpose (what for) of the information need.\n\n* `D1G2O1H1` Identify the scientific issue you would like to know more about.\n* `D1G2O1H2` Identify the knowledge you have about the SSI.\n* `D1G2O1H3` Break down the socio-scientific issue into key words you can use for your search.\n\n:::\n\n\n:::tip\n### `D1G2O2` Select possible information sources.\n\n* `D1G2O2H1` ☑ Selecting information sources\n\n:::\n\n\n:::tip\n### `D1G2O3` Formulate tailored search queries for the selected information sources.\n\n* `D1G2O3H1` For ☑ **search engine**, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, \"\",…).\n * ==H5P activity (Katerina)==\n* `D1G2O3H2` For ☑ **social media platforms**, use relevant hashtags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.\n* `D1G2O3H3` For **AI**: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).\n* `D1G2O3H4` For ☑ **databases** and library catalogues.\n\n:::\n\n## `D1G3` Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.\n\n\n:::tip\n### `D1G3O1` Identify advertisements and sponsored content in the search engine results pages / social media feeds / AI results.\n\n* `D1G3O1H1` Identify ☑ visual indications of sponsored content.\n* `D1G3O1H2` Analyse ☑ textual cues indicating sponsored content.\n* `D1G3O1H3` Use ☑ technical tools to identify sponsored content.\n\n:::\n\n\n:::tip\n### `D1G3O2` Identify what looks like reputable information sources.\n\n* `D1G3O2H1` Identify well-known and reputable domains (.edu / .gov, etc.).\n* `D1G3O2H2` Look for established institutions (e.g. universities, journals) and well-known media outlets.\n\n:::\n\n\n:::tip\n### `D1G3O3` Exclude ~~irrelevant~~ search results / hits / posts.\n\n==H5P (Heka)==\\n==H5P Click restraint (Sylvia)==\n\n* `D1G3O3H1` Scan the titles for keywords that match your search query.\n* `D1G3O3H2` Skim the snippets for key terms related to your query.\n* `D1G3O3H3` Check the publication date.\n\n:::\n\n## `D1G4` Select the most credible sources.\n\n* **type of information** (epistemic proximity)\n * primary: original, first-hand material\n * secondary: interprets, summarises, or analysises, primary material\n * ~~tertiary: complies or organises information (textbook, wiki)~~\n* **format**\n * news article, opinion piece, editorial, report, blog post, social media post, video, podcast, press release, interview\n* **platform** → official, funding, sponsored…\n* **==creator / sender / messenger / author==**: named / institutional / anonymous\n * quoting references (sources within sources): mention of where information comes from (people, institutions, other texts)\n* **recipients**\n* **date**\n\n\n:::tip\n### `D1G4O1` Identify primary sources ~~to distinguish author and messenger and \"quoted persons\".~~\n\n* `~~D1G4O1H1~~` ~~Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc. → originator of a piece of information~~\n* `~~D1G4O1H2~~` ~~Identify author and messenger → originator of a piece of information~~\n* `~~D1G4O1H3~~` ~~Identify \"quoted person\" within a piece of information → author or messenger~~\n\n:::\n\n\n:::tip\n### `D1G4O2` Evaluate the credibility of the author and/or messenger and/or \"quoted person\".\n\n* `D1G4O2H1` ☑ Evaluate ~~the relevance~~ ~~of~~ the author's and/or messenger's expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).\n * ==H5P (Katerina)==\n* `D1G4O2H2` ☑ Use verification tools to detect deep fakes.\n\n:::\n\n\n:::tip\n### `D1G4O3` Evaluate the credibility of the website, platform or media outlet.\n\n* `D1G4O3H1` Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).\n * ==H5P (Katerina)==\n* `D1G4O3H2` Analyse reviews of the website, platform or media outlet.\n* `D1G4O3H3` Verify the authenticity of displayed images and videos by using ☑ verification tools.\n\n:::\n\n\n:::tip\n### `D1G4O4` Investigate the intended recipients and/or typical users of the information source.\n\n* `D1G4O4H1` ☑ Investigate the intended audience\n\n:::\n\n## D1G5 Packaging of the information / Attention-grabbing\n\n* ==H5P (Greek team) → D2==\n\n## D1G5 Keep your cool / Awareness triggers (Heka)\n\n* ==H5P Heka's awareness triggers and meta-tags==\n* ==emotionally triggering content==\n\nBioethics: \n\n# `D2` Be wise / smart & think twice ==source + argumentation+ manipulation==\n\n## `D2G1` Relevance → Fit: Heading / Snippet <-→ content / SSI (skimming)\n\n\n:::tip\n### `D2G4O1` Critically ignore irrelevant sources.\n\n* `D2G4O1H1` Recognise that your attention is a limited resource – you cannot check every claim or source in depth.\n* `D2G4O1H2` If relevance is unclear: reflect on what source/info is compelling or surprising to you.\n* `D2G4O1H3` Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.\n\n \n:::tip\n ### `D2G4O1` Critically ignore irreliable sources. → D1\n\n :::\n\n:::\n\n\n:::tip\n### `~~D2G4O2~~` ~~Distinguish superficial from in-depth coverage.~~\n\n* `~~D2G4O2H1~~` ~~Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.~~\n* `D2G4O2H2` ~~Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.~~\n* `~~D2G4O2H3~~` ~~Check if multiple viewpoints are presented and who is quoted.~~\n * ~~==H5P Inés==~~\n\n:::\n\n## Identify whether the source is one-sided (only PRO or CON) or qualified (PRO + CON +)\n\n\n:::tip\n### identify viewpoints within a given source = answers to SSI\n\n→ stakeholder's checklist (→ norms & value that shape a viewpoint)\n\n:::\n\n* ==H5P Maria==\n\n## `D2G1` Arguments (Empty claims or evidence power?) (scanning)\n\n\n:::tip\n### `D2G1O1` Distinguish between unsupported and justified claims (C vs. CER). \n\n* `D2G1O1H1` Identify the claim. ==→ D1 source reliable?==\n* `D2G1O1H2` Identify the ☑ evidence or the lack thereof.\n* `D2G1O1H3` Identify the ☑ reasoning or the lack thereof.\n* `D2G1O1H4` Classify the claim as unsupported (C) or justified (CER).\n\n:::\n\n\n:::tip\n### `D2G1O2` Evaluate the relevance of the evidence in relation to the claim. \n\n* `D2G1O2H1` Specify the scope and assertion of the claim.\n* `D2G1O2H2` (Identify the type of evidence required to support the claim.)\n* `D2G1O2H3` Assess whether the evidence addresses the same subject matter as the claim (topical fit).\n* `D2G1O2H4` Assess whether the evidence addresses the same scope (e.g. conditions, time frame, population) as the claim (scope fit).\n* `D2G1O2H5` Assess whether the evidence supports the specific assertion made in the claim (logical fit).\n* `D2G1O2H6` Assess whether the evidence is current (temporal fit).\n* `D2G1O2H7` Classify the evidence as relevant, partially relevant, or irrelevant.\n\n:::\n\n\n:::tip\n### `D2G1O3` Verify the reliability of the evidence based on scientific knowledge.\n\n* `D2G1O3H1` Identify the ==source of the evidence (references)==. ==→ D1 source reliable?==\n * Ines?\n* `D2G1O3H2` ~~==Determine whether the evidence aligns with established scientific consensus.==~~ \n * *==→ Use fact-checking websites, such as Snopes,==* [*==FactCheck.org==*](http://FactCheck.org)*==, or PolitiFact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.==*\n* `D2G1O3H3` Assess the methodological quality of the evidence (sample size, representativeness, data type, limitations).\n* `D2G1O3H4` ==Examine whether the data are reported without distortion, omission, or misinterpretation.==\n* `D2G1O3H5` ==Assess whether numerical evidence is contextualised with an appropriate baseline, denominator, or comparison.==\n* `D2G1O3H6` Classify the evidence as reliable, partially reliable, or unreliable.\n\n:::\n\n\n:::tip\n### `D2G1O4` Analyse the coherence of the reasoning connecting evidence and claim.\n\n* `D2G1O4H1` Specify the assumptions underlying the reasoning.\n* `D2G1O4H2` Assess whether the reasoning logically connects the evidence to the claim.\n* `D2G1O4H3` Examine whether the reasoning avoids ☑ logical fallacies.\n * ==H5P Suzanne==\n* `D2G1O4H4` Classify the reasoning as coherent, partially coherent, or incoherent.\n\n:::\n\n\n:::tip\n### `D2G1O5` Evaluate the overall strength of the argument.\n\n* `D2G1O4H1` Integrate the relevance, reliability, and coherence assessments.\n* `D2G1O4H2` Assess the argument's strength base on the quality of their supporting evidence and reasoning.\n* `D2G1O4H2` Classify the argument as fully justified, partially justified, poorly justified.\n\n:::\n\n## `D2G3` Analyse the logical consistency of the information.\n\n\n:::tip\n### `D2G3O2` Ensure that the arguments support the viewpoint. → D3 HOW-leveö\n\n* `D2G3O2H1` Identify key concepts.\n* `D2G3O2H2` Visualise connections between the key concepts to identify elements that don't fit well (concept maps). → checklist\n\n:::\n\n## `D2G2` Identify biased information.\n\n\n:::tip\n### `D2G2O1` Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).\n\n* `D2G2O1H1` Examine how the information is framed.\n* `D2G2O1H2` Examine the use of rhetorical devices.\n * `First Language: 14, 15, 16: another filter label`\n * `Foreign Language (17, 18)`\n * `Subject: First Language; Age: 14, 15, 16; Another Label: whatever`\n* `D2G2O1H3` Identify sensational and emotional forms of expression (language, imagery, sound) used to influence the audience.\n* `D2G2O1H4` Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.\n * ==H5P Reverse-image search (Sylvia)==\n\n### `D2G2O2` Identify deceptive tactics (lying, omission, fabrication, misrepresentation).\n\n* `D2G2O2H1` ~~Check if the information presents multiple viewpoints or if it seems one-sided.~~\n* `D2G2O2H2` Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.\n * ==H5P Birger==\n* `D2G2O2H3` Consider who benefits from the information being believed or spread.\n\n:::\n\n\n\n:::tip\n### `D2G2O3` Consider the context in which the information was created.\n\n* `D2G2O3H1` Identify the ☑ purpose behind the information.\n* `D2G2O3H2` Consider the geographical and cultural ☑ context of the information.\n* `D2G2O3H3` Examine the political climate. Consider the political context at the time the information was created.\n\n:::\n\n## D2G5 Intendended recipients\n\n==H5P Identify intended recipient categories==\n\n==H5P Identify indended recipients 1==\n\n==H5P Identify intended recipient personas==\n\n# `D3` Make up your mind ==→ SSI==\n\nSlogan: Evaluate… to create an informed opinion.\n\n## Evaluate the alignment of viewpoints / positions with the established scientific knowledge base.\n\n\n:::tip\n### `D3G2O1` Assess the degree of scientific consensus regarding specific empirical claims related to an SSI.\n\n* `D3G2O1H2` Distinguish between central superordinate empirical claims and subordinate ones addressing specific aspects.\n * *Human activities contribute to global warming. vs. The magnitude of warming by 2100 will be X–Y degrees.*\n* `D3G2O1H2` Compare findings from multiple scientific sources addressing the same claim.\n * *Search for meta-analyses or systematic reviews.*\n * *Identify official position statements from globally recognised scientific bodies.*\n * *Look for large-scale expert surveys.*\n* `D3G1O1H2` Determine the degree of expert agreement regarding claims.\n * *Assess the ratio of peer-reviewed literature.*\n * *Use tools like Google Scholar / Web of Scientce to see if the dissenting view is represented in 1% or 40% of published papers.*\n * ==Maria E==\n* `D3G1O1H2` Classify claims as strongly established, moderately established, or contested.\n\n:::\n\n\n:::tip\n### `D3G1O2` Summarise established scientific knowledge related to an SSI.\n\n* `D3G1O1H1` Identify the mechanisms described in authoritative scientific sources experts agree on.\n* `D3G1O1H1` Organise findings in a coherent overview.\n\n:::\n\n\n:::tip\n### `D3G1O2` Analyse the scope of scientific uncertainty related to empirical claims related to an SSI.\n\n* `D3G1O1H1` Classify types of uncertainty in conflicting studies in order to identify the level of uncertainty (where data exist but experts disagree). ==→ D2==\n * i*ncomplete data, model limitations, competing interpretations, limited expert discussions*\n* `D3G1O1H1` Identify unresolved questions (where data is currently missing).\n* `D3G1O1H2` Explain how uncertainty affects interpretation of evidence.\n\n:::\n\n## `D3G2` Analyse the multidimensional nature of the SSI (\"full picture\")\n\n\n:::tip\n### `~~D3G2O2~~` ~~Categories to look at from list (nature, individual, social…)~~\n\n~~narrow them down to specific aspects to look at in relation to the SSI~~\n\nCategorise the controversy as scientific and/or social. \n\n:::\n\n\n:::tip\n### Analyse main drivers behind the SSI.\n\n* `D3G2O2H2` Identify the main drivers behind the SSI across the different dimensions [☑](https://wiki.scilmi.eu/doc/make-up-your-mind-xWFLDEKwb8#h-checklist) \n* `D3G2O2H3` Select the categories that are relevant to have a discussion on the SSI [☑](https://wiki.scilmi.eu/doc/make-up-your-mind-xWFLDEKwb8#h-checklist)\n* `D3G2O2H3` \n\n:::\n\n\n:::tip\n### `D3G2O1` Analyse the impacts of the SSI.\n\n* `D3G2O1H1` Categorise impacts ☑\n* `D3G2O1H1` Distinguish short-term and long-term impacts.\n* `D3G2O1H1` Distinguish local and global impacts.\n* `D3G2O1H2` Distinguish positive and negative impacts.\n\n:::\n\n\n:::tip\n### `D3G2O2` Analyse proposed responses to the SSI.\n\n* `D3G2O2H2` Identify proposed policy measures. ☑\n* `D3G2O2H3` Identify technological alternatives.\n* `D3G2O2H2` Identify nature-based solutions. ☑\n* `D3G2O2H3` Identify behavioural or societal changes.\n* `D3G2O2H3` Compare solutions in terms of feasibility.\n\n:::\n\n\n:::tip\n### `D3G2O2` Analyse the stakeholder structure of the SSI.\n\n* `D3G2O2H2` Identify parties benefitting in relation to the SSI.\n* `D3G2O2H3` Identify parties bearing risks or costs.\n* `D3G2O2H3` Identify decision-makers and regulatory actors.\n\n:::\n\n## D3G3 Viewpoints & Trade-Offs / Interactions\n\n\n:::tip\nbroaden discussion beyond the human perspective: treating nature as a legal entity → considering its rights to stay alive\n\n:::\n\n\n:::tip\n### `D3G1O1` Evaluate the viewpoints on the SSI against the scientific knowledge. \n\n* `D3G1O1H1` Collect different viewpoints across stakeholders supported by evidence-based arguments. <- D2\n* `D3G1O1H2` Identify omissions in how the viewpoints represented established knowledge and uncertainty.\n* Identify exaggerations in how the viewpoints represented established knowledge and uncertainty.\n* `D3G1O1H3` Assess whether the viewpoints proportionally represent the degree of scientific certainty and uncertainty.\n* `D3G1O1H4` Classify the viewpoints as strongly aligned, partially aligned, or weakly aligned with the current scientific knowledge base.\n\n:::\n\n\n:::tip\n### Evaluate the viewpoints on the SSI against ==the different stakeholders' perspectives==. \n\nMotives of stakeholders in sharing viewpoints\n\n:::\n\n\n:::tip\n### `D3G1O1` Trade-off?\n\n* `D3G2O1H1` ☑ ==environmental, individual (emotional, ideological, ethical), social, economic, political, scientific==\n\n:::\n\n## `D3G4` Weigh your viewpoint / position in light of the trade-offs across different dimensions of the SSI.\n\n\n:::tip\n### `D3G4O1` Identify your position / viewpoint.\n\n* `D3G4O1H1` ☑ Personal relation to the SSI\n\n:::\n\n\n:::tip\n### `~~D3G2O1~~` ~~Weigh the trade-offs across different dimensions~~\n\n* `~~D3G2O1H1~~` ~~☑ ==environmental, individual (emotional, ideological, ethical), social, economic, political, scientific==~~\n* `~~D3G2O1H2~~` \n\n:::\n\n\n:::tip\n### `D3G4O2` (Re)assess your viewpoint on a socio-scientific issue.\n\n* `D3G4O2H1` Consider all viewpoints…\n * ==H5P (Stig)==\n\n:::\n\n# `D4` Speak out and take action ==→ civic competences==\n\n## `D4G1` Design a plan for your civic engagement to address the socio-scientific issue.\n\n\n:::tip\n### `D4G1O1` Identify opportunities to engage (potential WHEREs).\n\n* `D4G1O1H1` Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue\n* `D4G1O1H1` Identify the ==impact== your needs have on other ==\"stakeholders\" (→ checklist: with our categories..)==\n* `D4G1O1H2` Identify gaps in existing efforts addressing these needs.\n* `D4G1O1H3` In your group, take our favourite measure and plan how to implement it in your school. Prepare a presentation for your classmates on how you would go about it.\n\n:::\n\n\n:::tip\n### `D4G1O2` Determine the impact you would like to have (WHY).\n\n* `D4G1O2H1` Determine the recipient(s) or target group(s) of your civic engagement (WHO).\n* `D4G1O2H2` Select the type of civic engagement you would like to take (inform, argue, take action - HOW).\n* `D4G1O2H3` Weigh the effect of potential forms of engagement.\n\n:::\n\n\n:::tip\n### `D4G1O3` Select the most appropriate communication channel(s) to disseminate your message on the pertinent socio-scientific issue and/or identify an action or initiative (WHERE).\n\n* `D4G1O3H1`☑ Communication channels\n\n:::\n\n\n:::tip\n### `D4G1O4` Prepare for potential feedback and reactions.\n\n* `D4G1O4H1` Review similar initiatives to understand common feedback and reactions.\n* `D4G1O4H2` Simulate the engagement.\n* `D4G1O4H3` Apply skills of dialogue.\n\n:::\n\n## `D4G2` Communicate established viewpoints on a socio-scientific issue: Inform.\n\n\n:::tip\n### `D4G2O1` Tailor your message to the target audience and communication channel\n\n* `D4G2O1H1` Previous knowledge\n* `D4G2O1H2` Linguistic competence\n\n:::\n\n\n:::tip\n### `D4G2O2` Report or visualise objectively the opposing viewpoints on the socio-scientific issue.\n\n* `D4G2O2H1` Organise the arguments and supporting evidence.\n* `D4G2O2H2` Be objective and concise.\n* `D4G2O2H3` Refer to sources.\n\n:::\n\n## `D4G3` Communicate your viewpoint on a socio-scientific issue: Argue.\n\n\n:::tip\n### `D4G3O1` Define your [message.]()\n\n* `D4G3O1H1` Formulate a clear statement on the socio-scientific issue in a single sentence.\n* `D4G3O1H2` Identify a hook to grab the recipients' attention\n* `D4G3O1H3` Provide background information on the socio-scientific issue.\n* `D4G3O1H4` Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.\n\n:::\n\n\n:::tip\n### `D4G3O2` Tailor your message to the target audience regarding their previous knowledge, interests and language skills.\n\n* `D4G3O2H1` Select arguments that support your message.\n* `D4G3O2H2` Select supporting evidence for each argument\n* `D4G3O2H3` (Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.\n\n:::\n\n\n:::tip\n### `D4G3O3` Invalidate potential counter-arguments.\n\n==H5P (Sini)==\n\n* `D4G3O3H1` Identify likely counter-arguments.\n* `D4G3O3H2` Research evidence and logic behind the counter-arguments.\n* `D4G3O3H3` Evaluate their relevance and validity.\n* `D4G3O3H4` Develop a response and prepare alternate arguments and evidence to support your message.\n\n:::\n\n\n:::tip\n### `D4G3O4` Suggest appropriate actions and initiatives based on your message.\n\n* `D4G3O4H1` ☑ Actions and initiatives to convey a message.\n\n:::\n\n## `D4G4` Take action to become a responsible democratic citizen.\n\n\n:::tip\n### `D4G4O1` Select an action or initiative.\n\n==H5P (Aki)==\n\n* `D4G4O1H1` Identify what you are able to do.\n\n:::\n\n\n:::tip\n### `D4G4O2` Make a plan to execute.\n\n* `D4G4O2H1` Outline steps and a timeline.\n* `D4G4O2H2` Determine success criteria\n\n:::","HTML":"

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issue → positions → argumentation

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Terminology

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D1 Open up your mind: awareness + media landscape

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D1G1 Recognise your own information bubble or echo chamber. Be aware that you may not have the full picture regarding the SSI.

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D1G1O1 Describe the variety of information sources available today.

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  • D1G1O1H1 List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)
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  • D1G1O1H2 Categorise ☑ information sources into different types (recipients etc.)
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D1G1O2 Recognise the importance of using a variety of information sources and carefully selecting them.

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  • D1G1O2H1 Use information from different sources types and different sources.
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  • D1G1O2H2 Explain the influence of algorithms on search results and on social media feeds.
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  • H5P (Elsa)
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  • D1G1O2H3 Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.
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D1G1O3 Examine the impact of misinformation on society.

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  • D1G1O3H1 Recognise the possibility to fall for and (un)intentionally share misinformation.
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  • D1G1O3H2 Examine possible consequences for uninformed and misinformed individuals and societies.
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D1G2 Use search strategies to find (more) information sources on the socio-scientific issue.

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Tip
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D1G2O1 Determine the focus (what), scope (how much), and purpose (what for) of the information need.

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  • D1G2O1H1 Identify the scientific issue you would like to know more about.
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  • D1G2O1H2 Identify the knowledge you have about the SSI.
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  • D1G2O1H3 Break down the socio-scientific issue into key words you can use for your search.
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Tip
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D1G2O2 Select possible information sources.

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  • D1G2O2H1 ☑ Selecting information sources
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Tip
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D1G2O3 Formulate tailored search queries for the selected information sources.

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  • D1G2O3H1 For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, "",…).
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  • H5P activity (Katerina)
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  • D1G2O3H2 For ☑ social media platforms, use relevant hashtags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.
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  • D1G2O3H3 For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).
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  • D1G2O3H4 For ☑ databases and library catalogues.
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D1G3 Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.

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Tip
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D1G3O1 Identify advertisements and sponsored content in the search engine results pages / social media feeds / AI results.

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  • D1G3O1H1 Identify ☑ visual indications of sponsored content.
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  • D1G3O1H2 Analyse ☑ textual cues indicating sponsored content.
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  • D1G3O1H3 Use ☑ technical tools to identify sponsored content.
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Tip
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D1G3O2 Identify what looks like reputable information sources.

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  • D1G3O2H1 Identify well-known and reputable domains (.edu / .gov, etc.).
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  • D1G3O2H2 Look for established institutions (e.g. universities, journals) and well-known media outlets.
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Tip
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D1G3O3 Exclude irrelevant search results / hits / posts.

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H5P (Heka)\\nH5P Click restraint (Sylvia)

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  • D1G3O3H1 Scan the titles for keywords that match your search query.
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  • D1G3O3H2 Skim the snippets for key terms related to your query.
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  • D1G3O3H3 Check the publication date.
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D1G4 Select the most credible sources.

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Tip
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D1G4O1 Identify primary sources to distinguish author and messenger and "quoted persons".

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  • D1G4O1H1 Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc. → originator of a piece of information
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  • D1G4O1H2 Identify author and messenger → originator of a piece of information
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  • D1G4O1H3 Identify "quoted person" within a piece of information → author or messenger
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Tip
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D1G4O2 Evaluate the credibility of the author and/or messenger and/or "quoted person".

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  • D1G4O2H1 ☑ Evaluate the relevance of the author's and/or messenger's expertise and credentials (qualifications, professional affiliations, other words, reviews…) in the given context cross-checking in new browser tabs (lateral reading).
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  • H5P (Katerina)
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  • D1G4O2H2 ☑ Use verification tools to detect deep fakes.
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Tip
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D1G4O3 Evaluate the credibility of the website, platform or media outlet.

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  • D1G4O3H1 Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).
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  • H5P (Katerina)
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  • D1G4O3H2 Analyse reviews of the website, platform or media outlet.
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  • D1G4O3H3 Verify the authenticity of displayed images and videos by using ☑ verification tools.
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Tip
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D1G4O4 Investigate the intended recipients and/or typical users of the information source.

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  • D1G4O4H1 ☑ Investigate the intended audience
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D1G5 Packaging of the information / Attention-grabbing

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D1G5 Keep your cool / Awareness triggers (Heka)

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Bioethics: <https://link.springer.com/book/10.1007/978-3-662-69707-8>

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D2 Be wise / smart & think twice source + argumentation+ manipulation

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D2G1 Relevance → Fit: Heading / Snippet <-→ content / SSI (skimming)

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Tip
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D2G4O1 Critically ignore irrelevant sources.

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  • D2G4O1H1 Recognise that your attention is a limited resource – you cannot check every claim or source in depth.
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  • D2G4O1H2 If relevance is unclear: reflect on what source/info is compelling or surprising to you.
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  • D2G4O1H3 Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.
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Tip
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D2G4O1 Critically ignore irreliable sources. → D1

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:::

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Tip
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D2G4O2 Distinguish superficial from in-depth coverage.

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  • D2G4O2H1 Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.
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  • D2G4O2H2 Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.
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  • D2G4O2H3 Check if multiple viewpoints are presented and who is quoted.
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  • H5P Inés
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Identify whether the source is one-sided (only PRO or CON) or qualified (PRO + CON +)

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Tip
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identify viewpoints within a given source = answers to SSI

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→ stakeholder's checklist (→ norms & value that shape a viewpoint)

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D2G1 Arguments (Empty claims or evidence power?) (scanning)

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Tip
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D2G1O1 Distinguish between unsupported and justified claims (C vs. CER).

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  • D2G1O1H1 Identify the claim. → D1 source reliable?
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  • D2G1O1H2 Identify the ☑ evidence or the lack thereof.
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  • D2G1O1H3 Identify the ☑ reasoning or the lack thereof.
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  • D2G1O1H4 Classify the claim as unsupported (C) or justified (CER).
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Tip
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D2G1O2 Evaluate the relevance of the evidence in relation to the claim.

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  • D2G1O2H1 Specify the scope and assertion of the claim.
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  • D2G1O2H2 (Identify the type of evidence required to support the claim.)
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  • D2G1O2H3 Assess whether the evidence addresses the same subject matter as the claim (topical fit).
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  • D2G1O2H4 Assess whether the evidence addresses the same scope (e.g. conditions, time frame, population) as the claim (scope fit).
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  • D2G1O2H5 Assess whether the evidence supports the specific assertion made in the claim (logical fit).
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  • D2G1O2H6 Assess whether the evidence is current (temporal fit).
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  • D2G1O2H7 Classify the evidence as relevant, partially relevant, or irrelevant.
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Tip
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D2G1O3 Verify the reliability of the evidence based on scientific knowledge.

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  • D2G1O3H1 Identify the source of the evidence (references). → D1 source reliable?
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  • Ines?
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  • D2G1O3H2 Determine whether the evidence aligns with established scientific consensus.
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  • → Use fact-checking websites, such as Snopes, FactCheck.org, or PolitiFact, to see if the information has been reviewed or validated or debunked by professional fact-checkers.
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  • D2G1O3H3 Assess the methodological quality of the evidence (sample size, representativeness, data type, limitations).
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  • D2G1O3H4 Examine whether the data are reported without distortion, omission, or misinterpretation.
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  • D2G1O3H5 Assess whether numerical evidence is contextualised with an appropriate baseline, denominator, or comparison.
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  • D2G1O3H6 Classify the evidence as reliable, partially reliable, or unreliable.
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Tip
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D2G1O4 Analyse the coherence of the reasoning connecting evidence and claim.

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  • D2G1O4H1 Specify the assumptions underlying the reasoning.
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  • D2G1O4H2 Assess whether the reasoning logically connects the evidence to the claim.
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  • D2G1O4H3 Examine whether the reasoning avoids ☑ logical fallacies.
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  • H5P Suzanne
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  • D2G1O4H4 Classify the reasoning as coherent, partially coherent, or incoherent.
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Tip
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D2G1O5 Evaluate the overall strength of the argument.

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  • D2G1O4H1 Integrate the relevance, reliability, and coherence assessments.
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  • D2G1O4H2 Assess the argument's strength base on the quality of their supporting evidence and reasoning.
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  • D2G1O4H2 Classify the argument as fully justified, partially justified, poorly justified.
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D2G3 Analyse the logical consistency of the information.

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Tip
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D2G3O2 Ensure that the arguments support the viewpoint. → D3 HOW-leveö

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  • D2G3O2H1 Identify key concepts.
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  • D2G3O2H2 Visualise connections between the key concepts to identify elements that don't fit well (concept maps). → checklist
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D2G2 Identify biased information.

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Tip
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D2G2O1 Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).

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  • D2G2O1H1 Examine how the information is framed.
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  • D2G2O1H2 Examine the use of rhetorical devices.
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  • First Language: 14, 15, 16: another filter label
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  • Foreign Language (17, 18)
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  • Subject: First Language; Age: 14, 15, 16; Another Label: whatever
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  • D2G2O1H3 Identify sensational and emotional forms of expression (language, imagery, sound) used to influence the audience.
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  • D2G2O1H4 Check whether the messages of textual and audio-/visual or elements match by doing reverse-image searches to see if an image has been altered or taken out of context.
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  • H5P Reverse-image search (Sylvia)
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D2G2O2 Identify deceptive tactics (lying, omission, fabrication, misrepresentation).

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  • D2G2O2H1 Check if the information presents multiple viewpoints or if it seems one-sided.
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  • D2G2O2H2 Evaluate whether the author or ☑ messenger might have a motive, such as financial benefit, political gain, or fame, that could affect the objectivity of the information.
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  • H5P Birger
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  • D2G2O2H3 Consider who benefits from the information being believed or spread.
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Tip
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D2G2O3 Consider the context in which the information was created.

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  • D2G2O3H1 Identify the ☑ purpose behind the information.
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  • D2G2O3H2 Consider the geographical and cultural ☑ context of the information.
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  • D2G2O3H3 Examine the political climate. Consider the political context at the time the information was created.
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D2G5 Intendended recipients

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H5P Identify intended recipient categories

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H5P Identify indended recipients 1

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H5P Identify intended recipient personas

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D3 Make up your mind → SSI

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Slogan: Evaluate… to create an informed opinion.

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Evaluate the alignment of viewpoints / positions with the established scientific knowledge base.

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Tip
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D3G2O1 Assess the degree of scientific consensus regarding specific empirical claims related to an SSI.

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  • D3G2O1H2 Distinguish between central superordinate empirical claims and subordinate ones addressing specific aspects.
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  • Human activities contribute to global warming. vs. The magnitude of warming by 2100 will be X–Y degrees.
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  • D3G2O1H2 Compare findings from multiple scientific sources addressing the same claim.
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  • Search for meta-analyses or systematic reviews.
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  • Identify official position statements from globally recognised scientific bodies.
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  • Look for large-scale expert surveys.
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  • D3G1O1H2 Determine the degree of expert agreement regarding claims.
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  • Assess the ratio of peer-reviewed literature.
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  • Use tools like Google Scholar / Web of Scientce to see if the dissenting view is represented in 1% or 40% of published papers.
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  • Maria E
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  • D3G1O1H2 Classify claims as strongly established, moderately established, or contested.
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Tip
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D3G1O2 Summarise established scientific knowledge related to an SSI.

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  • D3G1O1H1 Identify the mechanisms described in authoritative scientific sources experts agree on.
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  • D3G1O1H1 Organise findings in a coherent overview.
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Tip
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D3G1O2 Analyse the scope of scientific uncertainty related to empirical claims related to an SSI.

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  • D3G1O1H1 Classify types of uncertainty in conflicting studies in order to identify the level of uncertainty (where data exist but experts disagree). → D2
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  • incomplete data, model limitations, competing interpretations, limited expert discussions
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  • D3G1O1H1 Identify unresolved questions (where data is currently missing).
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  • D3G1O1H2 Explain how uncertainty affects interpretation of evidence.
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D3G2 Analyse the multidimensional nature of the SSI ("full picture")

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Tip
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D3G2O2 Categories to look at from list (nature, individual, social…)

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narrow them down to specific aspects to look at in relation to the SSI Categorise the controversy as scientific and/or social.

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Tip
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Analyse main drivers behind the SSI.

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  • D3G2O2H2 Identify the main drivers behind the SSI across the different dimensions ☑
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  • D3G2O2H3 Select the categories that are relevant to have a discussion on the SSI ☑
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  • D3G2O2H3
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Tip
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D3G2O1 Analyse the impacts of the SSI.

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  • D3G2O1H1 Categorise impacts ☑
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  • D3G2O1H1 Distinguish short-term and long-term impacts.
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  • D3G2O1H1 Distinguish local and global impacts.
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  • D3G2O1H2 Distinguish positive and negative impacts.
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Tip
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D3G2O2 Analyse proposed responses to the SSI.

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  • D3G2O2H2 Identify proposed policy measures. ☑
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  • D3G2O2H3 Identify technological alternatives.
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  • D3G2O2H2 Identify nature-based solutions. ☑
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  • D3G2O2H3 Identify behavioural or societal changes.
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  • D3G2O2H3 Compare solutions in terms of feasibility.
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Tip
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D3G2O2 Analyse the stakeholder structure of the SSI.

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  • D3G2O2H2 Identify parties benefitting in relation to the SSI.
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  • D3G2O2H3 Identify parties bearing risks or costs.
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  • D3G2O2H3 Identify decision-makers and regulatory actors.
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D3G3 Viewpoints & Trade-Offs / Interactions

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Tip
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broaden discussion beyond the human perspective: treating nature as a legal entity → considering its rights to stay alive

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Tip
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D3G1O1 Evaluate the viewpoints on the SSI against the scientific knowledge.

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  • D3G1O1H1 Collect different viewpoints across stakeholders supported by evidence-based arguments. <- D2
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  • D3G1O1H2 Identify omissions in how the viewpoints represented established knowledge and uncertainty.
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  • Identify exaggerations in how the viewpoints represented established knowledge and uncertainty.
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  • D3G1O1H3 Assess whether the viewpoints proportionally represent the degree of scientific certainty and uncertainty.
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  • D3G1O1H4 Classify the viewpoints as strongly aligned, partially aligned, or weakly aligned with the current scientific knowledge base.
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Tip
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Evaluate the viewpoints on the SSI against the different stakeholders' perspectives.

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Motives of stakeholders in sharing viewpoints

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Tip
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D3G1O1 Trade-off?

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  • D3G2O1H1 ☑ environmental, individual (emotional, ideological, ethical), social, economic, political, scientific
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D3G4 Weigh your viewpoint / position in light of the trade-offs across different dimensions of the SSI.

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Tip
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D3G4O1 Identify your position / viewpoint.

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  • D3G4O1H1 ☑ Personal relation to the SSI
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Tip
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D3G2O1 Weigh the trade-offs across different dimensions

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  • D3G2O1H1 ☑ environmental, individual (emotional, ideological, ethical), social, economic, political, scientific
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  • D3G2O1H2
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Tip
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D3G4O2 (Re)assess your viewpoint on a socio-scientific issue.

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  • D3G4O2H1 Consider all viewpoints…
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  • H5P (Stig)
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D4 Speak out and take action → civic competences

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D4G1 Design a plan for your civic engagement to address the socio-scientific issue.

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Tip
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D4G1O1 Identify opportunities to engage (potential WHEREs).

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  • D4G1O1H1 Identify the needs of yourself, your family, your friends, your school, the local community or broader society with regard to the pertinent socio-scientific issue
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  • D4G1O1H1 Identify the impact your needs have on other "stakeholders" (→ checklist: with our categories..)
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  • D4G1O1H2 Identify gaps in existing efforts addressing these needs.
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  • D4G1O1H3 In your group, take our favourite measure and plan how to implement it in your school. Prepare a presentation for your classmates on how you would go about it.
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Tip
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D4G1O2 Determine the impact you would like to have (WHY).

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  • D4G1O2H1 Determine the recipient(s) or target group(s) of your civic engagement (WHO).
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  • D4G1O2H2 Select the type of civic engagement you would like to take (inform, argue, take action - HOW).
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  • D4G1O2H3 Weigh the effect of potential forms of engagement.
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Tip
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D4G1O3 Select the most appropriate communication channel(s) to disseminate your message on the pertinent socio-scientific issue and/or identify an action or initiative (WHERE).

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  • D4G1O3H1☑ Communication channels
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Tip
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D4G1O4 Prepare for potential feedback and reactions.

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  • D4G1O4H1 Review similar initiatives to understand common feedback and reactions.
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  • D4G1O4H2 Simulate the engagement.
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  • D4G1O4H3 Apply skills of dialogue.
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D4G2 Communicate established viewpoints on a socio-scientific issue: Inform.

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Tip
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D4G2O1 Tailor your message to the target audience and communication channel

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  • D4G2O1H1 Previous knowledge
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  • D4G2O1H2 Linguistic competence
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Tip
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D4G2O2 Report or visualise objectively the opposing viewpoints on the socio-scientific issue.

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  • D4G2O2H1 Organise the arguments and supporting evidence.
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  • D4G2O2H2 Be objective and concise.
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  • D4G2O2H3 Refer to sources.
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D4G3 Communicate your viewpoint on a socio-scientific issue: Argue.

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Tip
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D4G3O1 Define your [message.]()

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  • D4G3O1H1 Formulate a clear statement on the socio-scientific issue in a single sentence.
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  • D4G3O1H2 Identify a hook to grab the recipients' attention
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  • D4G3O1H3 Provide background information on the socio-scientific issue.
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  • D4G3O1H4 Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.
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Tip
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D4G3O2 Tailor your message to the target audience regarding their previous knowledge, interests and language skills.

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  • D4G3O2H1 Select arguments that support your message.
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  • D4G3O2H2 Select supporting evidence for each argument
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  • D4G3O2H3 (Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.
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Tip
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D4G3O3 Invalidate potential counter-arguments.

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H5P (Sini)

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  • D4G3O3H1 Identify likely counter-arguments.
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  • D4G3O3H2 Research evidence and logic behind the counter-arguments.
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  • D4G3O3H3 Evaluate their relevance and validity.
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  • D4G3O3H4 Develop a response and prepare alternate arguments and evidence to support your message.
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Tip
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D4G3O4 Suggest appropriate actions and initiatives based on your message.

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  • D4G3O4H1 ☑ Actions and initiatives to convey a message.
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D4G4 Take action to become a responsible democratic citizen.

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Tip
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D4G4O1 Select an action or initiative.

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H5P (Aki)

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  • D4G4O1H1 Identify what you are able to do.
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Tip
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D4G4O2 Make a plan to execute.

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  • D4G4O2H1 Outline steps and a timeline.
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  • D4G4O2H2 Determine success criteria
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