{"CACHEDAT":"2026-06-04 21:31:02","SLUG":"on-site-module-engage-and-experience-critical-thinking-M6QM93YK0v","MARKDOWN":"Inés Martínez-Pena; Blanca Puig; Maria Evagorou\n\n# Module Purpose\n\nProvide an example of SciLMi activity for fostering Critical Thinking as a meta-scientific literacy, using the warm-up lesson.\n\nThis example uses as SSI context: \"*(Re-)emergence and spread of infectious diseases and increased danger of pandemics\" due to increased vaccine hesitancy and fallacies\"*, and uses role play as a teaching strategy for fostering CT-related competences and skills from the SciLMi learners framework.\n\n\n---\n\n# Facilitator Guide\n\n## Materials\n\n\n:::warning\n- [ ] Background information useful for all teachers' profiles and backgrounds.\n- [ ] Fictional characters (x4) with biography, article to support your position on vaccination, and vaccination cards for Task 1.\n- [ ] !!Include tools (e.g. glue, tape, markers, pinboard).!!\n\n:::\n\n\n### Characters for role play\n\n| **Character** | **Vaccinated (V)/Not (NV) against measles** | **Number of learners with each character** |\n|-----------|-----------------------------------------|----------------------------------------|\n| **Lena Moreau** | V | 15 |\n| **Alex Müller** | V | 7 |\n| **Davu Abara** | NV | 1 |\n| **Maya Weber** | NV | 2 |\n\n\n### Biography of fictional characters\n\n\n ![](/api/attachments.redirect?id=d95aca9c-990a-421c-bf8e-cbc3ea334a6a \" =854x456\")\n\n\n ![](/api/attachments.redirect?id=3c267a76-43f1-4db1-87b8-5d6db76c25da \" =854x564.5\")\n\n\n ![](/api/attachments.redirect?id=13f77a0c-d3b8-4497-933e-b468607127b5 \" =854x564.5\")\n\n\n ![](/api/attachments.redirect?id=85a384bb-b847-4c53-9273-98f9f5899892 \" =854x1398\")\n\n### Vaccination card of fictional characters\n\n\n ![](/api/attachments.redirect?id=bc7b7ba6-f1ca-4af4-82d4-9ed3a2e80ddd \" =411x562.5\")\n\n\n ![](/api/attachments.redirect?id=78b7596e-8e8d-468d-ad5f-643b63a040a7 \" =411x562.5\")\n\n\n ![](/api/attachments.redirect?id=5a737414-cccc-4bbe-98d2-33ddc915de4f \" =413x562.5\")\n\n\n ![](/api/attachments.redirect?id=201216cb-8496-4377-b5bf-e694d445b388 \" =411x562.5\")\n\n\n### Background information sources (optional)\n\n* Potential misconceptions on vaccination\n\n| **Vaccines: Main Misconceptions** |\n|-------------------------------|\n| Vaccines cause autism |\n| Vaccines cause different diseases (e.g. cancer, diabetes, infertility...) |\n| Vaccines are used to implant microchips to control people |\n| Vaccines contain mercury and other compounds that poison us. |\n| It is better the immunity developed after getting a disease than the immunity generated by vaccines. |\n| RNA vaccines (e.g. COVID-19 vaccines) modify our genome. |\n| Regarding COVID-19 vaccines during the pandemic: some people claim that the vaccines were not studied before the immunization of population, and that institutions are experimenting with people. |\n| Regarding COVID-19 vaccines are not useful because you can get a COVID-19 infection after vaccination. |\n| Hesitancy of parents regarding the recent RSV (Respiratoy Syncitial Virus) vaccine in new-born to avoid pneumonia and bronchiolitis. |\n\n\n* Vaccination support among population: \n\n\n* Vaccine skepticism: \n* Countries with mandatory childhood vaccination policies: \n\n## Preparations\n\n### !!for …!!\n\n\n:::info\n- [ ] Facilitators should have some background information (e.g., frequent misconceptions related to vaccination, safety perception about vaccinations among population, etc.) for STEM and non-STEM teachers, in case it is needed during the activities.\n- [ ] Printed biography of fictional characters (x4) is recommended.\n- [ ] Printed vaccination card of fictional characters (x4)\n- [ ] !!Be specific enough that another facilitator could follow the list without asking questions.!!\n\n:::\n\n## Activity Setup\n\n\n:::info\n- [ ] Facilitators should distribute the materials forming small groups (3-5 participants per group.\n\n:::\n\n\n---\n\n# Activity Instructions\n\nThis activity is based on role-playing for engaging and allow participants to experience Critical thinking.\n\n## **Task 1. Profiling. Who are you?**\n\n\n:::success\n*Each participant will be assigned one of the characters displayed in the 'Materials' section.*\n\n*Facilitators should make groups with the same vaccination card profile.*\n\n:::\n\n* Have a look at your vaccination card and the biography of your character. The following questions can guide you to get familiar with your profile:\n\n\n1. What's your name?\n2. Which country are you living in/have you been living in?\n3. Which continent are you living on/have you been living in?\n4. Which continents/countries have you been travelling to?\n5. Which vaccinations did you get at what age?!!Start each with a Bloom's verb (e.g. *decide, place, discuss, compare*).Keep it sequential and clear.!!\n\n *!!ptional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!*\n\n\n## **Task 2. Group discussion**\n\n\n:::success\n*This task requires small groups with different vaccination card profile.*\n\n:::\n\nCompare  within your group from your role you play and how this role impacts your life and the lives of others.\n\n\n1. Why did (not) you get vaccinated against measles? Read the article associated with your character and identify the arguments that justify your decision.\n2. Are your arguments supported by science? Identify potential strengths and weaknesses of your arguments.\n3. What are the consequences of getting (not) vaccinated?\n4.  Compare within the group your roles and how they impact your life and the life of others.'!!Start each with a Bloom's verb (e.g. *decide, place, discuss, compare*).!!\n\n !!Keep it sequential and clear.!!\n\n *!!Optional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!*\n\n\n---\n\n## **Task 3. Meta-reflection** \n\n\n:::success\n*After the previous tasks, facilitators should foster reflection about participants' own experience.*\n\n:::\n\n•After experiencing this activity first hand, reflect on the following\n\n\n1. Difficulties as learners and how to address them?\n2. Difficulties as teachers and how to address them?\n3. How do the learning objectives of the SciLMi framework link to the lesson?\n\n!!Keep it sequential and clear.!!\n\n# Artefacts\n\n* These activities are developed orally.\n* They are a previous step that will allow them to have an example of an SciLMi activity before adapting and/or designing their own SciLMi.","HTML":"

Inés Martínez-Pena; Blanca Puig; Maria Evagorou

\n

Module Purpose

\n

Provide an example of SciLMi activity for fostering Critical Thinking as a meta-scientific literacy, using the warm-up lesson.

\n

This example uses as SSI context: "(Re-)emergence and spread of infectious diseases and increased danger of pandemics" due to increased vaccine hesitancy and fallacies", and uses role play as a teaching strategy for fostering CT-related competences and skills from the SciLMi learners framework.

\n
\n

Facilitator Guide

\n

Materials

\n
\n
\n\n
    \n
  • Background information useful for all teachers' profiles and backgrounds.\n
    • \n
  • Fictional characters (x4) with biography, article to support your position on vaccination, and vaccination cards for Task 1.\n
    • \n
  • !!Include tools (e.g. glue, tape, markers, pinboard).!!\n
    • \n
\n
\n
\n

Characters for role play

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
CharacterVaccinated (V)/Not (NV) against measlesNumber of learners with each character
Lena MoreauV15
Alex MüllerV7
Davu AbaraNV1
Maya WeberNV2
\n

Biography of fictional characters

\n

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\"\"

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Vaccination card of fictional characters

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\"\"

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\"\"

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Background information sources (optional)

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Vaccines: Main Misconceptions
Vaccines cause autism
Vaccines cause different diseases (e.g. cancer, diabetes, infertility...)
Vaccines are used to implant microchips to control people
Vaccines contain mercury and other compounds that poison us.
It is better the immunity developed after getting a disease than the immunity generated by vaccines.
RNA vaccines (e.g. COVID-19 vaccines) modify our genome.
Regarding COVID-19 vaccines during the pandemic: some people claim that the vaccines were not studied before the immunization of population, and that institutions are experimenting with people.
Regarding COVID-19 vaccines are not useful because you can get a COVID-19 infection after vaccination.
Hesitancy of parents regarding the recent RSV (Respiratoy Syncitial Virus) vaccine in new-born to avoid pneumonia and bronchiolitis.
\n\n\n

Preparations

\n

!!for …!!

\n
\n
\n\n
    \n
  • Facilitators should have some background information (e.g., frequent misconceptions related to vaccination, safety perception about vaccinations among population, etc.) for STEM and non-STEM teachers, in case it is needed during the activities.\n
    • \n
  • Printed biography of fictional characters (x4) is recommended.\n
    • \n
  • Printed vaccination card of fictional characters (x4)\n
    • \n
  • !!Be specific enough that another facilitator could follow the list without asking questions.!!\n
    • \n
\n
\n
\n

Activity Setup

\n
\n
\n\n
    \n
  • Facilitators should distribute the materials forming small groups (3-5 participants per group.\n
    • \n
\n
\n
\n
\n

Activity Instructions

\n

This activity is based on role-playing for engaging and allow participants to experience Critical thinking.

\n

Task 1. Profiling. Who are you?

\n
\n
\n\n

Each participant will be assigned one of the characters displayed in the 'Materials' section. *Facilitators should make groups with the same vaccination card profile.*

\n
\n
\n\n
    \n
  1. What's your name?
    2. \n
  2. Which country are you living in/have you been living in?
    3. \n
  3. Which continent are you living on/have you been living in?
    4. \n
  4. Which continents/countries have you been travelling to?
    5. \n
  5. Which vaccinations did you get at what age?!!Start each with a Bloom's verb (e.g. decide, place, discuss, compare).Keep it sequential and clear.!!
    6. \n
\n

!!ptional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!

\n

Task 2. Group discussion

\n
\n
\n\n

This task requires small groups with different vaccination card profile.

\n
\n
\n

Compare  within your group from your role you play and how this role impacts your life and the lives of others.

\n
    \n
  1. Why did (not) you get vaccinated against measles? Read the article associated with your character and identify the arguments that justify your decision.
    2. \n
  2. Are your arguments supported by science? Identify potential strengths and weaknesses of your arguments.
    3. \n
  3. What are the consequences of getting (not) vaccinated?
    4. \n
  4.  Compare within the group your roles and how they impact your life and the life of others.'!!Start each with a Bloom's verb (e.g. decide, place, discuss, compare).!!
    5. \n
\n

!!Keep it sequential and clear.!!

\n

!!Optional: add facilitation tips, prompts, or notes about common difficulties and how to support learners.!!

\n
\n

Task 3. Meta-reflection

\n
\n
\n\n

After the previous tasks, facilitators should foster reflection about participants' own experience.

\n
\n
\n

•After experiencing this activity first hand, reflect on the following

\n
    \n
  1. Difficulties as learners and how to address them?
    2. \n
  2. Difficulties as teachers and how to address them?
    3. \n
  3. How do the learning objectives of the SciLMi framework link to the lesson?
    4. \n
\n

!!Keep it sequential and clear.!!

\n

Artefacts

\n","UPDATEDAT":"2026-05-22T15:46:10.523Z","ID":"e66864c7-a172-49ad-9e01-2809c8fb5672","TITLE":"On site Module. Engage and Experience Critical Thinking"}