{"CACHEDAT":"2026-06-27 04:18:19","SLUG":"a-2025-learners-dimension-meta-scientific-literacies-YmsqIwYliU","MARKDOWN":"![](/api/attachments.redirect?id=0f09d810-3b8b-4c70-9e8c-14be514fc165 \" =1846x980\")\n\n# `D1` Open up your mind\n\n## `D1G1` Recognise your own information bubble or echo chamber.\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\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* `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 information sources.\n\n\n:::tip\n### `D1G4O1` Identify primary information sources to distinguish author and messenger.\n\n* `D1G4O1H1` Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.\n* `D1G4O1H2` Identify author and messenger.\n\n:::\n\n\n:::tip\n### `D1G4O2` Evaluate the credibility of the author and/or messenger.\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 * ==H5====P (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 * ==H====5P (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-grabbingH5P (Greek team)\n\n## D1G5 Keep your cool / Awareness triggers (Heka)\n\n==Heka's awareness triggers and meta-tags==\n\n==emotional headlines==\n\n# `D2` Click & dig deeper\n\n## `D2G1` Differentiate between fact and opinion.\n\n\n:::tip\n### `D2G1O1` Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.\n\n* `D2G1O1H1` Identify verbal cues that indicate opinions or uncertainty.\n* `D2G1O1H2` Identify ☑ verbal cues that indicate arguments and evidence or examples.\n\n:::\n\n\n:::tip\n### `D2G1O2` Verify the reliability of the arguments and evidence using (domain-specific) knowledge.\n\n* `D2G1O2H1` Identify empirical evidence.\n* `D2G1O2H2` Verify if the ☑ information is supported by reliable sources and references.\n* `D2G1O2H3` Check if the information was peer-reviewed.\n* `D2G1O2H4` 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\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:::\n\n\n:::tip\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* `D2G2O2H3` Consider who benefits from the information being believed or spread.\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## `D2G3` Analyse the logical consistency of the information.\n\n\n:::tip\n### `D2G3O1` Identify common logical fallacies.\n\n* `D2G3O1H1` ☑ Logical fallacies\n\n:::\n\n\n:::tip\n### `D2G3O2` Ensure that the information logically follows and does not contradict itself.\n\n* `D2G3O2H1` Identify key concepts.\n* `D2G3O2H2` Visualise connections between the key concepts to identify elements that don't fit well (concept maps).\n* `D2G3O2H3` Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.\n\n:::\n\n## `D2G4` Select the most informative and relevant pieces of information.\n\n\n:::tip\n### `D2G4O1` Critically ignore irrelevant information.\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\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\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\n\n## `D3G1` Explore the viewpoints on the socio-scientific issue from different dimensions.\n\n\n:::tip\n### `D3G1O1` Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective.\n\n* `D3G1O1H1` List the different viewpoints supported by evidence-based arguments.\n* `D3G1O1H2` Analyse how science on the socio-scientific issue has evolved over time.\n* `D3G1O1H3` Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.\n* `D3G1O1H4` Evaluate the different arguments based on scientific evidence.\n\n:::\n\n## `D3G2` Explore impacts and solutions as well as the parties affected by the socio-scientific issue.\n\n\n:::tip\n### `D3G2O1` Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue.\n\n* `D3G2O1H1` Divide ☑ impacts into categories.\n* `D3G2O1H2` Divide potential science-based ☑ solutions to the socio-scientific issue into categories.\n\n:::\n\n\n:::tip\n### `D3G2O2` ==For each impact and/or potential solution==, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively.\n\n* `D3G2O2H1` Determine the parties responsible for putting solutions into practice.\n* `D3G2O2H2` Determine which parties are more susceptible to ☑ negative impacts.\n* `D3G2O2H3` Determine which ☑ parties or communities are likely to benefit.\n\n:::\n\n## `D3G3` Evaluate the trade-offs between the scientific, social and ethical dimensions.\n\n\n:::tip\n### `D3G3O1` Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.\n\n* `D3G3O1H1` Identify impacts and solutions that benefit one group while meaning drawbacks for another.\n* `D3G3O1H2` Identify solutions that reduce negative impacts or enhance positive impacts or both.\n* `D3G3O1H3` Identify solutions that create new negative impacts.\n* `D3G3O1H4` Assess how multiple impacts and solutions might interact or compound over time.\n\n:::\n\n## `D3G4` Weigh your viewpoints against the various ~~dimensions~~ perspectives of the socio-scientific issue.\n\n\n:::tip\n### `D3G4O1` Examine your personal situation (values, emotions, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.\n\n* `D3G4O1H1` ☑ Personal relation to the SSI\n\n:::\n\n\n:::tip\n### `D3G4O2` (Re)assess your viewpoint on a socio-scientific issue.\n\n* `D3G4O2H1` ☑ (Re)Assessing personal viewpoint on SSI\n * ==H5P (Stig)==\n\n:::\n\n# `D4` Speak out and take action\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* `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 make (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* `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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D1Open up your mind

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D1G1Recognise your own information bubble or echo chamber.

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D1G1O1Describe the variety of information sources available today.

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  • D1G1O1H1List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)\n
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  • D1G1O1H2Categorise ☑ information sources into different types (recipients etc.)\n
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D1G1O2Recognise the importance of using a variety of information sources and carefully selecting them.

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  • D1G1O2H1Use information from different sources types and different sources.\n
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  • D1G1O2H2Explain the influence of algorithms on search results and on social media feeds.\n
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  • H5P (Elsa)\n
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  • D1G1O2H3Explain the role AI, ☑ bots and bot farms, troll farms, click farms, fake accounts, and automated campaigns play in distributing (mis)information.\n
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D1G1O3Examine the impact of misinformation on society.

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  • D1G1O3H1Recognise the possibility to fall for and (un)intentionally share misinformation.\n
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  • D1G1O3H2Examine possible consequences for uninformed and misinformed individuals and societies.\n
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D1G2Use search strategies to find (more) information sources on the socio-scientific issue.

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D1G2O1Determine the focus (what), scope (how much), and purpose (what for) of the information need.

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  • D1G2O1H1Identify the scientific issue you would like to know more about.\n
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  • D1G2O1H3Break down the socio-scientific issue into key words you can use for your search.\n
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D1G2O2Select possible information sources.

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  • D1G2O2H1☑ Selecting information sources\n
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D1G2O3Formulate tailored search queries for the selected information sources.

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  • D1G2O3H1For ☑ search engine, use specific keywords and quotation marks for exact phrases. Use Boolean operators. Use filters (more recent, country-specific, "",…).\n
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  • H5P activity (Katerina)\n
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  • D1G2O3H2For ☑ social media platforms, use relevant hashtags, include @-mentions and handles, use keywords and search phrases, use filters. Look at engagement metrics.\n
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  • D1G2O3H3For AI: prompts (use simple language, create specific instructions, provide context, ask follow-up questions).\n
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  • D1G2O3H4For ☑ databases and library catalogues.\n
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D1G3Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.

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D1G3O1Identify advertisements and sponsored content in the search engine results pages / social media feeds / AI results.

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  • D1G3O1H1Identify ☑ visual indications of sponsored content.\n
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  • D1G3O1H2Analyse ☑ textual cues indicating sponsored content.\n
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  • D1G3O1H3Use ☑ technical tools to identify sponsored content.\n
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D1G3O2Identify what looks like reputable information sources.

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  • D1G3O2H1Identify well-known and reputable domains (.edu / .gov, etc.).\n
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  • D1G3O2H2Look for established institutions (e.g. universities, journals) and well-known media outlets.\n
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D1G3O3Exclude irrelevant search results / hits / posts.

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H5P (Heka)
H5P Click restraint (Sylvia)

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  • D1G3O3H1Scan the titles for keywords that match your search query.\n
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  • D1G3O3H2Skim the snippets for key terms related to your query.\n
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  • D1G3O3H3Check the publication date.\n
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D1G4Select the most credible information sources.

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D1G4O1Identify primary information sources to distinguish author and messenger.

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  • D1G4O1H1Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc.\n
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  • D1G4O1H2Identify author and messenger.\n
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D1G4O2Evaluate the credibility of the author and/or messenger.

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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).\n
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  • H5P (Katerina)\n
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  • D1G4O2H2☑ Use verification tools to detect deep fakes.\n
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D1G4O3Evaluate the credibility of the website, platform or media outlet.

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  • D1G4O3H1Evaluate the credibility and reputation of the website, platform or media outlet by cross-checking it in new browser tabs (lateral reading).\n
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  • H5P (Katerina)\n
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  • D1G4O3H2Analyse reviews of the website, platform or media outlet.\n
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  • D1G4O3H3Verify the authenticity of displayed images and videos by using ☑ verification tools.\n
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D1G4O4Investigate the intended recipients and/or typical users of the information source.

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  • D1G4O4H1☑ Investigate the intended audience\n
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D1G5 Packaging of the information / Attention-grabbingH5P (Greek team)

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D1G5 Keep your cool / Awareness triggers (Heka)

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Heka's awareness triggers and meta-tags

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emotional headlines

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D2Click & dig deeper

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D2G1Differentiate between fact and opinion.

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D2G1O1Assess if the viewpoint is supported by arguments and the arguments are supported by evidence.

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  • D2G1O1H1Identify verbal cues that indicate opinions or uncertainty.\n
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  • D2G1O1H2Identify ☑ verbal cues that indicate arguments and evidence or examples.\n
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D2G1O2Verify the reliability of the arguments and evidence using (domain-specific) knowledge.

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  • D2G1O2H1Identify empirical evidence.\n
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  • D2G1O2H2Verify if the ☑ information is supported by reliable sources and references.\n
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  • D2G1O2H3Check if the information was peer-reviewed.\n
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  • D2G1O2H4Use 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.\n
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D2G2Identify biased information.

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D2G2O1Identify manipulation strategies (psychological influence, emotional appeal, social pressure, framing).

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  • D2G2O1H1Examine how the information is framed.\n
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  • D2G2O1H2Examine the use of rhetorical devices.\n
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  • First Language: 14, 15, 16: another filter label\n
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  • Foreign Language (17, 18)\n
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  • Subject: First Language; Age: 14, 15, 16; Another Label: whatever\n
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  • D2G2O1H3Identify sensational and emotional forms of expression (language, imagery, sound) used to influence the audience.\n
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  • D2G2O1H4Check 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
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  • H5P Reverse-image search (Sylvia)\n
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D2G2O2Identify deceptive tactics (lying, omission, fabrication, misrepresentation).

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  • D2G2O2H1Check if the information presents multiple viewpoints or if it seems one-sided.\n
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  • D2G2O2H2Evaluate 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
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  • D2G2O2H3Consider who benefits from the information being believed or spread.\n
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D2G2O3Consider the context in which the information was created.

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  • D2G2O3H1Identify the ☑ purpose behind the information.\n
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  • D2G2O3H2Consider the geographical and cultural ☑ context of the information.\n
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  • D2G2O3H3Examine the political climate. Consider the political context at the time the information was created.\n
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D2G3Analyse the logical consistency of the information.

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D2G3O1Identify common logical fallacies.

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  • D2G3O1H1☑ Logical fallacies\n
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D2G3O2Ensure that the information logically follows and does not contradict itself.

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  • D2G3O2H1Identify key concepts.\n
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  • D2G3O2H2Visualise connections between the key concepts to identify elements that don't fit well (concept maps).\n
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  • D2G3O2H3Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.\n
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D2G4Select the most informative and relevant pieces of information.

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D2G4O1Critically ignore irrelevant information.

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  • D2G4O1H1Recognise that your attention is a limited resource – you cannot check every claim or source in depth.\n
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  • D2G4O1H2If relevance is unclear: reflect on what source/info is compelling or surprising to you.\n
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  • D2G4O1H3Ignore the trivial/irrelevant and let what you found compelling/surprising guide you to what to spend more attention clicking on and checking.\n
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D2G4O2Distinguish superficial from in-depth coverage.

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  • D2G4O2H1Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.\n
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  • D2G4O2H2Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.\n
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  • D2G4O2H3Check if multiple viewpoints are presented and who is quoted.\n
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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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D3Make up your mind

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D3G1Explore the viewpoints on the socio-scientific issue from different dimensions.

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D3G1O1Evaluate the strengths and weaknesses of the viewpoints on the socio-scientific issue from a scientific perspective.

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  • D3G1O1H1List the different viewpoints supported by evidence-based arguments.\n
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  • D3G1O1H2Analyse how science on the socio-scientific issue has evolved over time.\n
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  • D3G1O1H3Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.\n
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  • D3G1O1H4Evaluate the different arguments based on scientific evidence.\n
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D3G2Explore impacts and solutions as well as the parties affected by the socio-scientific issue.

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D3G2O1Categorise potential impacts and solutions – both positive and negative – of the socio-scientific issue.

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  • D3G2O1H1Divide ☑ impacts into categories.\n
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  • D3G2O1H2Divide potential science-based ☑ solutions to the socio-scientific issue into categories.\n
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D3G2O2For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively.

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  • D3G2O2H1Determine the parties responsible for putting solutions into practice.\n
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  • D3G2O2H2Determine which parties are more susceptible to ☑ negative impacts.\n
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  • D3G2O2H3Determine which ☑ parties or communities are likely to benefit.\n
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D3G3Evaluate the trade-offs between the scientific, social and ethical dimensions.

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D3G3O1Evaluate the trade-offs between scientific arguments, competing interests, ethical considerations, and uncertainties about future outcomes regarding the socio-scientific issue.

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  • D3G3O1H1Identify impacts and solutions that benefit one group while meaning drawbacks for another.\n
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  • D3G3O1H2Identify solutions that reduce negative impacts or enhance positive impacts or both.\n
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  • D3G3O1H3Identify solutions that create new negative impacts.\n
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  • D3G3O1H4Assess how multiple impacts and solutions might interact or compound over time.\n
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D3G4Weigh your viewpoints against the various dimensions perspectives of the socio-scientific issue.

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D3G4O1Examine your personal situation (values, emotions, ethics, desires, experiences, practicalities) in relation to the complex realities of the issue.

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  • D3G4O1H1☑ Personal relation to the SSI\n
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D3G4O2(Re)assess your viewpoint on a socio-scientific issue.

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  • D3G4O2H1☑ (Re)Assessing personal viewpoint on SSI\n
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D4Speak out and take action

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D4G1Design a plan for your civic engagement to address the socio-scientific issue.

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D4G1O1Identify opportunities to engage (potential WHEREs).

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  • D4G1O1H1Identify 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
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  • D4G1O1H2Identify gaps in existing efforts addressing these needs.\n
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  • D4G1O1H3In 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
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D4G1O2Determine the impact you would like to make (WHY).

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  • D4G1O2H1Determine the recipient(s) or target group(s) of your civic engagement (WHO).\n
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  • D4G1O2H2Select the type of civic engagement you would like to take (inform, argue, take action - HOW).\n
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  • D4G1O2H3Weigh the effect of potential forms of engagement.\n
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D4G1O3Select 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\n
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D4G1O4Prepare for potential feedback and reactions.

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  • D4G1O4H1Review similar initiatives to understand common feedback and reactions.\n
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  • D4G1O4H2Simulate the engagement.\n
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  • D4G1O4H3Apply skills of dialogue.\n
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D4G2Communicate established viewpoints on a socio-scientific issue: Inform.

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D4G2O1Tailor your message to the target audience and communication channel

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  • D4G2O1H1Previous knowledge\n
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  • D4G2O1H2Linguistic competence\n
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D4G2O2Report or visualise objectively the opposing viewpoints on the socio-scientific issue.

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  • D4G2O2H1Organise the arguments and supporting evidence.\n
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  • D4G2O2H2Be objective and concise.\n
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  • D4G2O2H3Refer to sources.\n
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D4G3Communicate your viewpoint on a socio-scientific issue: Argue.

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D4G3O1Define your [message.]()

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  • D4G3O1H1Formulate a clear statement on the socio-scientific issue in a single sentence.\n
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  • D4G3O1H2Identify a hook to grab the recipients' attention\n
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  • D4G3O1H3Provide background information on the socio-scientific issue.\n
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  • D4G3O1H4Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.\n
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D4G3O2Tailor your message to the target audience regarding their previous knowledge, interests and language skills.

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  • D4G3O2H1Select arguments that support your message.\n
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  • D4G3O2H2Select supporting evidence for each argument\n
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  • D4G3O2H3(Re)formulate your arguments using the appropriate register, style, and linguistic structure for the given context.\n
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D4G3O3Invalidate potential counter-arguments.

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H5P (Sini)

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  • D4G3O3H1Identify likely counter-arguments.\n
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  • D4G3O3H2Research evidence and logic behind the counter-arguments.\n
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  • D4G3O3H3Evaluate their relevance and validity.\n
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  • D4G3O3H4Develop a response and prepare alternate arguments and evidence to support your message.\n
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D4G3O4Suggest appropriate actions and initiatives based on your message.

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  • D4G3O4H1☑ Actions and initiatives to convey a message.\n
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D4G4Take action to become a responsible democratic citizen.

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D4G4O1Select an action or initiative.

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  • D4G4O1H1Identify what you are able to do.\n
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D4G4O2Make a plan to execute.

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  • D4G4O2H1Outline steps and a timeline.\n
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  • D4G4O2H2Determine success criteria\n
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","UPDATEDAT":"2026-05-28T09:22:55.719Z","ID":"6de3181b-c5c0-4ef8-bb63-b16f3c9fe138","TITLE":"A) 2025 LEARNERS' DIMENSION: Meta-Scientific Literacies"}