The focus module deepens critical thinking as a cross-cutting meta-scientific literacy. Participants explore what critical thinking means for themselves and for their students, experience it as learners in a SciLMi activity based on a socio-scientific issue, and reflect on how to promote it in their own teaching. Critical thinking is understood as a practice of evaluation, critique, and perspective-taking rather than fault-finding (Jiménez-Aleixandre & Puig 2022).
\nTogether with the core modules, the focus module serves the aim Teaching for Meta-Scientific Literacies and adds the learning outcomes of the BIT variant (→ Aims & Learning Outcomes: SciLMi Critical Thinking for Effective Democratic Citizens).
| Activity | \nWorking setting | \nRequires | \nRequired for | \n
|---|---|---|---|
| Mapping Critical Thinking | \nPlenary, then SSI teams and individual | \n→ SciLMi Puzzle | \n→ Critical Thinking in SciLMi | \n
| Critical Thinking in SciLMi | \nSubject-specific teams, then plenary | \n→ Mapping Critical Thinking (word cloud) → SciLMi Puzzle | \n– | \n
| Anchor Story: Vaccination | \nSubject-specific teams, then plenary | \n→ SciLMi Puzzle | \n– | \n
| Role Play: Vaccination | \nGroups with the same character, then mixed groups | \n→ SciLMi Puzzle | \n– | \n
Mapping Critical Thinking
\nParticipants collect the terms they associate with critical thinking in a word cloud. The trainers then explain what effective democratic citizenship means, and participants discuss in their SSI teams how critical thinking connects with it. Each participant selects terms from a given list (arguments, evidence, emotions, empathy, open-mindedness, values, information management, meta-cognition, decision-making, and action), adds further terms if they wish, and creates a concept map that represents their own view of critical thinking. In the same teams, participants compare their concept maps with each other and with the SciLMi Model.
\nA short input then presents five key ideas about critical thinking (Jiménez-Aleixandre & Puig 2022):
\n- \n
- "Critical" implies evaluation and judgement rather than finding fault.\n \n
- Critical thinking is a practice rather than a skill and cannot be learnt through transmissive instruction.\n \n
- It is not a fixed attribute but develops through practice.\n \n
- It goes beyond analytical thinking and includes critique and perspective-taking.\n \n
- It must be practised by teachers and students alike.\n \n
The trainers relate the input to the participants' concept maps.
\nThe word cloud and the concept maps show the trainers how participants understand critical thinking at the start and how far this view matches critical thinking as a meta-scientific literacy, so that they can adjust the following activities. The trainers can also form pop-up teams (→ SciLMi Modules: Working Settings).
The activity also works in virtual settings, with the word cloud on an audience response platform and the group work in breakout rooms.
Critical Thinking in SciLMi
\nAfter a short look back at the word cloud, participants work in subject-specific teams. They identify the domains and learning goals of the SciLMi Model that are relevant to critical thinking, choose three learning goals, and discuss how these are linked to it, using an example from their own teaching. They rank the domains and learning goals they have identified from easier to more difficult to foster and present their results on a poster, taking three to five minutes per team.
\nParticipants connect critical thinking, which they have explored in general terms, with the domains and learning goals of the SciLMi Model and with their own subject.
Anchor Story: Vaccination
\nParticipants read an anchor story in which three characters discuss vaccination from different positions: pro-vaccine, vaccine-hesitant, and anti-vaccine. In their subject-specific teams, they identify each character's position, note the characters' arguments in a table, and discuss whether all the arguments are rational and whether emotions are present. They also identify which elements of the SciLMi Model appear in the dialogue and which characters show them.
\nA short input then presents a decision tree for evaluating scientific information, a practice-oriented tool that helps students manage information on socio-scientific issues and avoid misinformation (Osborne et al. 2022: 10). Finally, the teams share their results in plenary.
\nThe discussion shows that critical thinking mobilises not only rational arguments but also emotions, and that values are articulated and shape the practice of critical thinking (Puig et al. fc.).
Materials
\nRole Play: Vaccination
\nParticipants experience a SciLMi activity from the learners' perspective. Its socio-scientific context is the (re-)emergence and spread of infectious diseases and the increased danger of pandemics due to vaccine hesitancy. Each participant is assigned one of four fictional characters with a biography, a vaccination card, and an article that supports the character's position on vaccination. In groups with the same character, participants familiarise themselves with their role. In mixed groups with different characters, they then explain why their character did or did not get vaccinated against measles, identify the supporting arguments in their character's article, check whether these arguments are supported by data-based empirical evidence or by values, interests, emotions, or personal experience, identify their strengths and weaknesses, and assess how far their character's viewpoint aligns with the current scientific knowledge base. They also discuss the consequences of their character's decision for the character and for others.
\nFinally, participants reflect on the difficulties they experienced as learners and those they expect as teachers, consider how to address them, and discuss how the activity is linked to the SciLMi Model.
\nVariation
\nIn mixed groups with different characters, participants act out a conversation in which each character explains why they did or did not get vaccinated against measles and responds to the others.
\nAfterwards, participants step out of their roles. In the same groups, they first analyse which emotions arose in the character they played, such as fear, anger, or feeling misunderstood, and how these emotions shaped what the character said. They then continue with the analysis of the arguments as described above.
\nVaccination is a sensitive topic, and a person's vaccination status is private information. The trainers make clear that participants, and later their students, should not ask each other about their vaccination status.
Experiencing a SciLMi activity first-hand gives participants an example to draw on before they adapt or design their own SciLMi activities.
The trainers should have background information at hand, such as common misconceptions about vaccination, so that they can support teachers of all subjects.
\nCommon Misconceptions about Vaccines
\n- \n
- Vaccines cause autism.\n \n
- Vaccines cause other diseases, such as cancer, diabetes, or infertility.\n \n
- Vaccines are used to implant microchips to control people.\n \n
- Vaccines contain mercury and other compounds that poison people.\n \n
- Immunity acquired through infection is better than immunity acquired through vaccination.\n \n
- RNA vaccines, such as the COVID-19 vaccines, modify the human genome.\n \n
- The COVID-19 vaccines were not tested before the population was immunised, so the authorities were experimenting on people.\n \n
- The COVID-19 vaccines are useless because people can still become infected after vaccination.\n \n
- Immunising newborns against RSV (respiratory syncytial virus) harms them more than it protects them.\n \n
Background Information
\nFurther background information is available from Our World in Data: blank\" rel=\"noopener\">Support for vaccination, blank\" rel=\"noopener\">Vaccine scepticism, and Childhood vaccination policies.
Materials
\nCharacters for Role Play
\n| Character | \nVaccinated (V) or not vaccinated (NV) against measles | \n
|---|---|
| Lena Moreau | \nV | \n
| Davu Abara | \nNV | \n
| Alex Müller | \nV | \n
| Maya Weber | \nNV | \n
Biographies & Vaccination Cards of Fictional Characters
\n
Viewpoints of Fictional Characters
\nThe articles are fictional and were written for the role play. The articles of Alex Müller and Maya Weber deliberately contain misleading and scientifically unsupported claims, which participants identify and assess in the role play.
Lena Moreau: Vaccines and Their Benefits
\nVaccines are one of the greatest achievements of modern medicine. They play a critical role in public health by preventing the spread of infectious diseases. Here are some key benefits of vaccination:
\n- \n
- Prevention of diseases: Vaccines protect individuals from serious illnesses such as measles, polio, influenza, and, more recently, COVID-19. By introducing a harmless component of a virus or bacterium to the immune system, vaccines train the body to recognise and fight the actual pathogen if exposed to it in the future, which reduces mortality.\n \n
- Herd immunity: When a significant proportion of a population is vaccinated, herd immunity develops. Even those who cannot be vaccinated, such as newborns or people with certain medical conditions, are then protected, because the disease has fewer opportunities to spread.\n \n
- Reduced medical costs: Vaccination reduces the overall burden on healthcare systems by preventing disease outbreaks. Treating severe cases of infectious diseases can be expensive and time-consuming, both for individuals and for society as a whole. Vaccines offer a cost-effective way to reduce these risks.\n \n
- Protection for future generations: Vaccines have contributed to the eradication or near-eradication of once-common diseases. Smallpox, for example, has been eradicated worldwide, and polio is close to being eradicated. By getting vaccinated, we protect future generations from these diseases.\n \n
- Better quality of life: Vaccination reduces the risk of serious illness, hospitalisation, and long-term health complications. This contributes to a healthier, more productive life, in which people can take full part in work, school, and social activities without fear of contracting preventable diseases.\n \n
In conclusion, vaccines are a powerful tool for promoting individual and public health. They protect against life-threatening illnesses, support immunity across the community, and help secure a healthier future for everyone. Getting vaccinated is a simple and effective way to safeguard your own health and the well-being of those around you.
\nDavu Abara: Vaccines for Everyone!
\nVaccination is one of the most cost-effective public health interventions and saves millions of lives worldwide by preventing the spread of infectious diseases. Despite its proven benefits, access to vaccines remains a significant challenge in many parts of the world, including many African countries. They face numerous barriers to comprehensive immunisation coverage, which reflect existing health inequalities and limit their capacity to combat preventable diseases. The low availability of vaccines in these areas has several causes:
\n- \n
- Economic reasons: The high cost of vaccines, together with limited funding for health systems, is a major obstacle to vaccine access. Many African countries rely heavily on external funding, such as donations from international organisations, to support their immunisation programmes. However, fluctuating funding and dependency on donor aid make it difficult to maintain stable vaccination programmes.\n \n
- Healthcare infrastructure: A lack of adequate healthcare infrastructure hampers the delivery and storage of vaccines. Rural areas, where a large share of the population lives in many African countries, often lack the healthcare facilities, trained personnel, and cold chain systems needed to store and transport vaccines safely. As a result, many remote communities have no access to life-saving immunisations. Delivering vaccines across vast areas with poor roads and transport systems makes distribution even more difficult.\n \n
- Global inequities: The COVID-19 pandemic highlighted global inequities in vaccine distribution. While wealthier nations quickly secured large quantities of vaccines for their populations, African countries lagged behind and struggled to obtain sufficient doses. This disparity extends beyond the COVID-19 vaccines to routine childhood immunisations such as the measles, tetanus, and polio vaccines, where many African countries still face gaps in coverage.\n \n
Low access to vaccines poses significant challenges to public health: it leaves the population of the affected areas vulnerable to preventable diseases and increases the risk of global health crises.
\nAlex Müller: Are Vaccines as Safe as We're Told?
\nOver the past few years, vaccines have become a hot topic, especially since the rapid development of the COVID-19 vaccines. While health authorities, governments, and the mainstream media tell us that vaccines are safe and necessary, many of us still have serious concerns about the potential side effects and long-term safety of these injections. This isn't about denying science or medicine outright, but about questioning the overwhelming push for vaccines when there are still so many unanswered questions and worrying reports that make me pause.
\nHesitation is usually rooted in a genuine concern for safety. It's no secret that all medicines, including vaccines, carry risks. Even health professionals admit this. But how serious are these risks? We're constantly told that side effects are "mild" or "rare", but what happens when you or someone you know becomes one of those rare cases? Reports of people experiencing serious side effects, whether severe allergic reactions, blood clotting, or heart problems, have circulated widely. It feels as if officials often downplay these cases or brush them aside as "statistically insignificant". But that doesn't mean they don't matter. Take the COVID-19 vaccines, for example. Some people have reported myocarditis, blood clots, and even death after getting the jab. These cases might be "rare", but when it's your own life on the line, does it really matter how rare they are? Shouldn't we be able to make our own decisions without being pressured or shamed for taking these risks seriously?
\nOne of the biggest concerns stems from the pharmaceutical industry itself. Let's not pretend that pharmaceutical companies are saints: they have a long history of putting profits before people. Just look at the opioid crisis, in which companies knowingly pushed addictive drugs onto the public, leading to an epidemic of overdoses and ruined lives. With that in mind, how can we blindly trust the same companies when they tell us their vaccines are safe?
\nIt all comes down to weighing risks and benefits. We understand that diseases such as COVID-19 and measles can be serious, but we're told to trust vaccines without really being given the chance to assess the risks for ourselves. We're expected to believe that the benefits outweigh the risks, but how can we make an informed decision when we're not given the full picture?
\nIn the end, vaccine hesitancy isn't about rejecting science. It's about wanting more transparency and the freedom to make our own choices. We're just cautious. We want to understand the risks, we want our concerns to be taken seriously, and we don't want to be bullied into compliance by fear or shame.
\nMaya Weber: Are Vaccines the Only Way to Prevent Diseases?
\nIn today's world, where vaccines are widely promoted as the solution for preventing disease, many people are beginning to question whether vaccines are really the only, or the best, way to stay healthy. As more and more people become aware of the risks and limitations of vaccines, interest in alternative therapies that strengthen the immune system naturally, without the potential dangers of vaccines, is growing again.
\nThe human body has an incredible ability to protect itself from disease when it is given the right tools and support. Natural immunity, which the body develops through exposure to pathogens in the environment, is often stronger and longer-lasting than the immunity provided by vaccines. For example, contracting and recovering from measles provides lifelong immunity, whereas vaccine-induced immunity often wanes over time and makes booster shots necessary.
\nFor those who want to avoid the potential risks of vaccines, a wide range of alternative therapies can support and strengthen the immune system in a natural and non-invasive way. These therapies take a holistic approach to health, addressing not only the symptoms of illness but the overall well-being of the individual. Some of the most effective alternative therapies are:
\n- \n
- Homeopathy: Homeopathy uses highly diluted substances to stimulate the body's healing processes. Homeopathic remedies have been used for centuries to treat everything from colds and flu to chronic diseases, often with fewer side effects than conventional medicine.\n \n
- Herbal medicine: Herbs such as echinacea, elderberry, and garlic have been shown to boost immune function and help the body fight off infections. These natural remedies have been used for thousands of years and offer a gentler alternative to vaccines and pharmaceutical drugs.\n \n
- Nutrition and supplements: A well-balanced diet rich in vitamins, minerals, and antioxidants is key to maintaining a strong immune system. Vitamin C, vitamin D, and zinc are particularly important for immune health. By getting the necessary nutrients from our diet and from supplements, we can significantly reduce our risk of illness without relying on vaccines.\n \n
- Probiotics: A healthy gut is essential for a strong immune system, as most of our immune cells reside in the gut. Probiotics, beneficial bacteria found in fermented foods and supplements, can improve gut health and thereby enhance immunity.\n \n
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References
\n- \n
- Jiménez-Aleixandre, María Pilar & Puig, Blanca. 2022. Educating Critical Citizens to Face Post-truth: The Time Is Now. In: Puig, Blanca & Jiménez-Aleixandre, María Pilar (Eds.). Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World. Cham: Springer. 3–19. https://doi.org/10.1007/978-3-030-92006-7_1\n \n
- Osborne, Jonathan & Pimentel, Daniel & Alberts, Bruce & Allchin, Douglas & Barzilai, Sarit & Bergstrom, Carl & Coffey, Janet & Donovan, Brian & Kivinen, Kari & Kozyreva, Anastasia & Wineburg, Sam. 2022. Science Education in an Age of Misinformation. Stanford, CA: Stanford University. https://sciedandmisinfo.sites.stanford.edu/sites/g/files/sbiybj25316/files/media/file/science_education_in_an_age_of_misinformation.pdf\n \n
- Puig, Blanca & Martínez Pena, Inés & Evagorou, Maria & Padín, X. A. fc.\n \n