{"CACHEDAT":"2026-06-28 04:37:01","SLUG":"2026-02-11-fQJZnma7xC","MARKDOWN":"![](/api/attachments.redirect?id=0f09d810-3b8b-4c70-9e8c-14be514fc165 \" =1846x980\")\n\n\n# REASONIG BEHIND THE DOMAINS\n\n## old:\n\n* search for information\n* click and look at one piece of information\n* compare different pieces of information and make up an opinion\n* create information or act\n\n## adapted (better aligned with how argumentation is taught in school)\n\n* sources = search for information\n* arguments <- heart of mis-/disinformation (argument vs fallacy / fact vs opinion/fiction ?)\n* viewpoints <- full picture: yes / no? → trade-off (complex arguments)\n * information bubble, algorithms\n* citizenship\n\n\n\\\n## **Terminology**\n\npiece of information (what you see AFTER clicking)\n\n* 1 publication (text / video …) by… author(s) / messenger(s)\n* can include one or more viewpoints\n\n\\n**==ISSUE==**\n\n**==Viewpoint (position / stance): YES… / NO… / It's more complex…==** **==→ Domain 3 (Argumentation)==**\n\nA viewpoint is the overall **answer to the issue or question**. It states where you stand. A viewpoint does not explain itself; it is a high-level position.\n\n* real world: it often consists of only one argument (or parts of an argument, esp. claim)\n* school: it normally consists of several arguments\n\n**==Argument==**\n\nAn argument is a structured justification that supports a viewpoint.\n\n* **Claim** – a specific, defensible statement\n* **Reasoning** – why the evidence supports the claim ==→ Domain 2==\n* **Evidence** – objectified / true observations that back up the reasoning\\n→ in STEM clases: typically originating from experiments\\n→ in other subjects: typically referenced ==→ Domain 1== data, studies, graphs, …, or well-described experience\n\n```javascript\nIssue / Question\n ↓\nViewpoint (YES or NO)\n ↓\nArgument 1 (Claim + Reasoning + Evidence)\nArgument 2 (Claim + Reasoning + Evidence)\nArgument 3 (optional)\n```\n\n\n\\n**==YES, the benefits of AI are worth the environmental costs tied to its energy consumption.==**\n\n**==Argument 1==**\n\n* **Claim:** AI can significantly reduce energy use in other sectors.\n* **Reasoning:** Efficiency gains enabled by AI can outweigh the energy it consumes.\n* **Evidence:** Peer-reviewed studies (on AI-optimised power grids or transport systems. + source\n\n**==Argument 2==**\n\n* **Claim:** AI accelerates scientific research on climate mitigation.\n* **Reasoning:** Faster modelling and optimisation lead to better solutions.\n* **Evidence:** Published research outputs, climate-model improvements, etc. + source\n\n**==NO, the benefits of AI are not worth the environmental costs tied to its energy consumption.==**\n\n**==Argument 1==**\n\n* **Claim:** Training large AI models consumes disproportionate energy.\n* **Reasoning:** Energy consumption grows faster than efficiency gains.\n* **Evidence:** Reported electricity use of large models; carbon footprint estimates. + source\n\n### Short rule of thumb for students\n\n* **Viewpoint** = *What do I think?*\n* **Argument** = *Why is this a good answer?*\n* **Evidence** = *How do I know?*\n\n\\n***For complex issues:***\n\n* **Viewpoint = evaluated judgement**\n* **Arguments = reasons + trade-offs**\n* **Counterarguments = material to be weighed, not automatically \"the other side\"**\n\nThis mirrors **scientific argumentation**, **policy briefs**, and **ethical reasoning**.\n\n```javascript\nIssue\n ↓\nQualified Viewpoint\n ↓\nArgument 1 – Benefits (Claim + Reasoning + Evidence)\nArgument 2 – Costs (Claim + Reasoning + Evidence)\nArgument 3 – Weighing / trade-off argument\nArgument 4 – Conditions or safeguards\n```\n\n## Viewpoint is still singular — but *qualified*\n\nA **viewpoint does not have to be binary**.\n\nInstead of YES / NO, the viewpoint becomes a **qualified position**:\n\n* *The benefits of AI can outweigh the environmental costs **under certain conditions***\n* *The benefits currently outweigh the costs **in some domains but not others***\n* *Whether AI's benefits outweigh its costs depends on **how and where it is used***\n\nThese are **still viewpoints** because they:\n\n* Answer the question\n* Take a clear position\n* Are defensible\n\nWhat changes is that the viewpoint now includes **conditions, scope, or limits**.\n\nIn complex issues, arguments are **not all of the same type**.\n\n* a) Supporting arguments They explain **why the viewpoint holds**.\n\n\n* b) Limiting arguments They define **when / where the viewpoint does *not* hold**.\n\n\n* c) Weighing arguments (crucial for complexity)\n\n They compare competing factors and justify **why one side still prevails overall**.\n\n### Counterarguments are *internal*, not a separate viewpoint\n\nIn complex reasoning, counterarguments are often **acknowledged within the same viewpoint**, not treated as a full alternative stance.\n\nExample:\n\n> *Although AI consumes significant energy, its benefits outweigh the costs **because**…*\n\nHere:\n\n* The **counterpoint** is recognised\n* The **viewpoint remains stable**\n\nThis reflects authentic scientific and policy reasoning.\n\n\n\\\n# `D1` Open up your mind\n\n| +++++\nAWARENESS \n\n+++++\nYou may not have the full picture ==regarding the S====SI.== → You may need to use a variety of sources to get the full picture. | TRIGGERSMissing or vague sources = Where is my information coming from?One-sided = What am I missing? |\n|------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------|\n| | |\n| Be aware of your own information bubble or echo chamber. → You are more inclined to believe something that is in line with what you believe. | |\n| Be aware that search results may be influenced by algorithms and may not yield representative viewpoints. | |\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` 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 and \"quoted persons\".\n\n* `D1G4O1H1` Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc. → originator of a piece of informatio\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)==\n\n## D1G5 Keep your cool / Awareness triggers (Heka)\n\n* ==H5P Heka's awareness triggers and meta-tags==\n* ==emotionally triggering content==\n\n\n# `D2` Click & think twice / think it through - Be wise & think twice (Level: Argument)\n\n| AWARENESS
Don't just believe what you see. | |\n|---------------------------------------------|-----|\n| You may be influenced by other people.
+ People may share their opinions without being aware that it is just an opinion. | |\n| Don't be naive and just believe opinions (claims). | |\n\n## `D2G1` Differentiate between fact and fiction / fallacy / opinion.\n\n\n:::tip\n### `D2G1O1` Assess if the claim is supported by sound (data-based) evidence and coherent reasoning = structural evaluation / CER-approach\n\n* `D2G1O1H1` Identify verbal cues that indicate opinions or uncertainty.\n* `D2G1O1H2` Identify ☑ verbal cues that indicate reasoning and evidence or examples.\n\n:::\n\n\n:::tip\n### `D2G1O2` Verify the reliability of the evidence based on subject-specific scientific knowledge. = substantive evaluation.\n\n* `D2G1O2H1` ~~Identify empirical evidence. → happened in D2G1O1~~\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## `D2G3` Analyse the logical consistency of the information.\n\n\n:::tip\n### `D2G3O1` Identify common logical fallacies.\n\n* `D2G3O1H1` ☑ Logical fallacies\n * ==H5P Suzanne==\n* `D2G3O1H2` Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.\n\n:::\n\n\n:::tip\n### `D2G3O2` Ensure that the viewpoints in the piece of information logically follows and does not contradict itself. → 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:::\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 * ==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## `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 * ==H5P Inés==\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 → Level: viewpoint\n\n| AWARENESS
You may not have the full picture. → You may need to use a variety of sources to get the full picture.
You are more inclined to believe something that is in line with what you believe. | Triggers |\n|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------|\n| Be aware of your own information bubble or echo chamber. | |\n| Be aware that search results may be influenced by algorithms and may not yield representative viewpoints. | |\n\n\nGOAL: Describe (as is) the socio-scientific issue from different dimensions.\n\ncomplexity and uncertainty socio-scientific issue: dimensions + perspectives / factors (without ideology)\n\n→ descriptive / factual (\\~ Blanca's \"factors\")\n\ndimensions : human vs. environmental ==impact==\n\n→ OUTCOMES: HUMAN \"impact\"\n\nHOWs: perspectives… (individual… social, political)\n\n→ OUTCOME: ENVIRONMENTAL \"impact\"\n\n\n\n---\n\nunderstand where they stand (own viewpoint)\n\nGOAL: Explore solutions\n\nGOAL: positives and negatives (formerly known as: trade-offs)\n\nre-evaluate your… own viewpoint\n\n\\nGOAL: Explore solutions GOAL: trade-offs own viewpoint\n\n## `D3G1` Explore one's own position.\n\n## Explore the viewpoints on the socio-scientific issue comprehensively.\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 * ==H5P \\[Ctitical Thinking team - Maria E\\].==\n\n:::\n\n## `D3G2` Explore the 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~~Weigh the ~~trade-offs~~ positivies and negatives of the different perspectives~~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 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==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":"

\"\"

\n

REASONIG BEHIND THE DOMAINS

\n

old:

\n\n

adapted (better aligned with how argumentation is taught in school)

\n\n

Terminology

\n

piece of information (what you see AFTER clicking)

\n\n


ISSUE

\n

Viewpoint (position / stance): YES… / NO… / It's more complex… → Domain 3 (Argumentation)

\n

A viewpoint is the overall answer to the issue or question. It states where you stand. A viewpoint does not explain itself; it is a high-level position.

\n\n

Argument

\n

An argument is a structured justification that supports a viewpoint.

\n\n
Issue / Question
   ↓
Viewpoint (YES or NO)
   ↓
Argument 1 (Claim + Reasoning + Evidence)
Argument 2 (Claim + Reasoning + Evidence)
Argument 3 (optional)
\n


YES, the benefits of AI are worth the environmental costs tied to its energy consumption.

\n

Argument 1

\n\n

Argument 2

\n\n

NO, the benefits of AI are not worth the environmental costs tied to its energy consumption.

\n

Argument 1

\n\n

Short rule of thumb for students

\n\n


For complex issues:

\n\n

This mirrors scientific argumentation, policy briefs, and ethical reasoning.

\n
Issue
  ↓
Qualified Viewpoint
  ↓
Argument 1 – Benefits (Claim + Reasoning + Evidence)
Argument 2 – Costs (Claim + Reasoning + Evidence)
Argument 3 – Weighing / trade-off argument
Argument 4 – Conditions or safeguards
\n

Viewpoint is still singular — but qualified

\n

A viewpoint does not have to be binary.

\n

Instead of YES / NO, the viewpoint becomes a qualified position:

\n\n

These are still viewpoints because they:

\n\n

What changes is that the viewpoint now includes conditions, scope, or limits.

\n

In complex issues, arguments are not all of the same type.

\n\n\n\n

They compare competing factors and justify why one side still prevails overall.

\n

Counterarguments are internal, not a separate viewpoint

\n

In complex reasoning, counterarguments are often acknowledged within the same viewpoint, not treated as a full alternative stance.

\n

Example:

\n

Although AI consumes significant energy, its benefits outweigh the costs because…

\n

Here:

\n\n

This reflects authentic scientific and policy reasoning.

\n

D1Open up your mind

\n

| +++++ AWARENESS

\n

+++++

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
You may not have the full picture regarding the SSI. → You may need to use a variety of sources to get the full picture.TRIGGERSMissing or vague sources = Where is my information coming from?One-sided = What am I missing?
Be aware of your own information bubble or echo chamber. → You are more inclined to believe something that is in line with what you believe.
Be aware that search results may be influenced by algorithms and may not yield representative viewpoints.
\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\n

D1G1O1Describe the variety of information sources available today.

\n
    \n
  • D1G1O1H1List different information sources: on paper (magazines, books, etc.) and online (search engines, social media platforms, etc.)\n
    • \n
  • D1G1O1H2Categorise ☑ information sources into different types (recipients etc.)\n
    • \n
\n
\n
\n
\n
\n\n

D1G1O2Recognise the importance of using a variety of information sources and carefully selecting them.

\n
    \n
  • D1G1O2H1Use information from different sources types and different sources.\n
    • \n
  • D1G1O2H2Explain the influence of algorithms on search results and on social media feeds.\n
    • \n
  • H5P (Elsa)\n
    • \n
  • D1G1O2H3Explain 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
\n
\n\n

D1G1O3Examine the impact of misinformation on society.

\n
    \n
  • D1G1O3H1Recognise the possibility to fall for and (un)intentionally share misinformation.\n
    • \n
  • D1G1O3H2Examine possible consequences for uninformed and misinformed individuals and societies.\n
    • \n
\n
\n
\n

D1G2Use search strategies to find (more) information sources on the socio-scientific issue.

\n
\n
\n\n

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

\n
    \n
  • D1G2O1H1Identify the scientific issue you would like to know more about.\n
    • \n
  • D1G2O1H2Break down the socio-scientific issue into key words you can use for your search.\n
    • \n
\n
\n
\n
\n
\n\n

D1G2O2Select possible information sources.

\n
    \n
  • D1G2O2H1☑ Selecting information sources\n
    • \n
\n
\n
\n
\n
\n\n

D1G2O3Formulate tailored search queries for the selected information sources.

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

D1G3Exclude the (superficially) least relevant search results or posts in a feed on the socio-scientific issue.

\n
\n
\n\n

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

\n
    \n
  • D1G3O1H1Identify ☑ visual indications of sponsored content.\n
    • \n
  • D1G3O1H2Analyse ☑ textual cues indicating sponsored content.\n
    • \n
  • D1G3O1H3Use ☑ technical tools to identify sponsored content.\n
    • \n
\n
\n
\n
\n
\n\n

D1G3O2Identify what looks like reputable information sources.

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

D1G3O3Exclude irrelevant search results / hits / posts.

\n

H5P (Heka)
H5P Click restraint (Sylvia)

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

D1G4Select the most credible information sources.

\n
\n
\n\n

D1G4O1Identify primary information sources to distinguish author and messenger and "quoted persons".

\n
    \n
  • D1G4O1H1Identify official reports, scientific studies, research reports, direct statements from credible authorities, etc. → originator of a piece of informatio\n
    • \n
  • D1G4O1H2Identify author and messenger → originator of a piece of information\n
    • \n
  • D1G4O1H3 Identify "quoted person" within a piece of information → author or messenger\n
    • \n
\n
\n
\n
\n
\n\n

D1G4O2Evaluate 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
    • \n
  • H5P (Katerina)\n
    • \n
  • D1G4O2H2☑ Use verification tools to detect deep fakes.\n
    • \n
\n
\n
\n
\n
\n\n

D1G4O3Evaluate the credibility of the website, platform or media outlet.

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

D1G4O4Investigate the intended recipients and/or typical users of the information source.

\n
    \n
  • D1G4O4H1☑ Investigate the intended audience\n
    • \n
\n
\n
\n

D1G5 Packaging of the information / Attention-grabbing

\n\n

D1G5 Keep your cool / Awareness triggers (Heka)

\n\n

D2Click & think twice / think it through - Be wise & think twice (Level: Argument)

\n\n\n\n\n\n\n\n\n\n\n\n\n
AWARENESS
Don't just believe what you see.
You may be influenced by other people.
+ People may share their opinions without being aware that it is just an opinion.
Don't be naive and just believe opinions (claims).
\n

D2G1Differentiate between fact and fiction / fallacy / opinion.

\n
\n
\n\n

D2G1O1Assess if the claim is supported by sound (data-based) evidence and coherent reasoning = structural evaluation / CER-approach

\n
    \n
  • D2G1O1H1Identify verbal cues that indicate opinions or uncertainty.\n
    • \n
  • D2G1O1H2Identify ☑ verbal cues that indicate reasoning and evidence or examples.\n
    • \n
\n
\n
\n
\n
\n\n

D2G1O2Verify the reliability of the evidence based on subject-specific scientific knowledge. = substantive evaluation.

\n
    \n
  • D2G1O2H1Identify empirical evidence. → happened in D2G1O1\n
    • \n
  • D2G1O2H2Verify if the ☑ information is supported by reliable sources and references.\n
    • \n
  • D2G1O2H3Check if the information was peer-reviewed.\n
    • \n
  • 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
    • \n
\n
\n
\n

D2G3Analyse the logical consistency of the information.

\n
\n
\n\n

D2G3O1Identify common logical fallacies.

\n
    \n
  • D2G3O1H1☑ Logical fallacies\n
    • \n
  • H5P Suzanne\n
    • \n
  • D2G3O1H2Evaluate the reliability of numerical claims by assessing whether a meaningful baseline or reference point is provided.\n
    • \n
\n
\n
\n
\n
\n\n

D2G3O2Ensure that the viewpoints in the piece of information logically follows and does not contradict itself. → D3 HOW-leveö

\n
    \n
  • D2G3O2H1Identify key concepts.\n
    • \n
  • D2G3O2H2Visualise connections between the key concepts to identify elements that don't fit well (concept maps). → checklist\n
    • \n
\n
\n
\n

D2G2Identify biased information.

\n
\n
\n\n

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

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

D2G2O2Identify deceptive tactics (lying, omission, fabrication, misrepresentation).

\n
    \n
  • D2G2O2H1Check if the information presents multiple viewpoints or if it seems one-sided.\n
    • \n
  • 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
    • \n
  • H5P Birger\n
    • \n
  • D2G2O2H3Consider who benefits from the information being believed or spread.\n
    • \n
\n
\n
\n
\n
\n\n

D2G2O3Consider the context in which the information was created.

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

D2G4Select the most informative and relevant pieces of information.

\n
\n
\n\n

D2G4O1Critically ignore irrelevant information.

\n
    \n
  • D2G4O1H1Recognise that your attention is a limited resource – you cannot check every claim or source in depth.\n
    • \n
  • D2G4O1H2If relevance is unclear: reflect on what source/info is compelling or surprising to you.\n
    • \n
  • D2G4O1H3Ignore 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
\n
\n\n

D2G4O2Distinguish superficial from in-depth coverage.

\n
    \n
  • D2G4O2H1Analyse if the content is divided into well-structured subsections or arguments, each focusing on different aspects of the topic.\n
    • \n
  • D2G4O2H2Highlight arguments in orange, evidence and examples in yellow, impacts in blue, and potential solutions in green.\n
    • \n
  • D2G4O2H3Check if multiple viewpoints are presented and who is quoted.\n
    • \n
  • H5P Inés\n
    • \n
\n
\n
\n

D2G5 Intendended recipients

\n

H5P Identify intended recipient categories

\n

H5P Identify indended recipients 1

\n

H5P Identify intended recipient personas

\n

D3Make up your mind → Level: viewpoint

\n\n\n\n\n\n\n\n\n\n\n\n\n
AWARENESS
You may not have the full picture. → You may need to use a variety of sources to get the full picture.
You are more inclined to believe something that is in line with what you believe.		Triggers
Be aware of your own information bubble or echo chamber.
Be aware that search results may be influenced by algorithms and may not yield representative viewpoints.
\n

GOAL: Describe (as is) the socio-scientific issue from different dimensions.

\n

complexity and uncertainty socio-scientific issue: dimensions + perspectives / factors (without ideology)

\n

→ descriptive / factual (\\~ Blanca's "factors")

\n

dimensions : human vs. environmental impact

\n

→ OUTCOMES: HUMAN "impact"

\n

HOWs: perspectives… (individual… social, political)

\n

→ OUTCOME: ENVIRONMENTAL "impact"

\n
\n

understand where they stand (own viewpoint)

\n

GOAL: Explore solutions

\n

GOAL: positives and negatives (formerly known as: trade-offs)

\n

re-evaluate your… own viewpoint

\n


GOAL: Explore solutions GOAL: trade-offs own viewpoint

\n

D3G1Explore one's own position.

\n

Explore the viewpoints on the socio-scientific issue comprehensively.

\n
\n
\n\n

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

\n
    \n
  • D3G1O1H1List the different viewpoints supported by evidence-based arguments.\n
    • \n
  • D3G1O1H2Analyse how science on the socio-scientific issue has evolved over time.\n
    • \n
  • D3G1O1H3Determine if there is consensus among the experts in the scientific community regarding the socio-scientific issue.\n
    • \n
  • D3G1O1H4Evaluate the different arguments based on scientific evidence\n
    • \n
  • H5P \\[Ctitical Thinking team - Maria E\\].\n
    • \n
\n
\n
\n

D3G2Explore the impacts and solutions as well as the parties affected by the socio-scientific issue.

\n
\n
\n\n

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

\n
    \n
  • D3G2O1H1Divide ☑ impacts into categories.\n
    • \n
  • D3G2O1H2Divide potential science-based ☑ solutions to the socio-scientific issue into categories.\n
    • \n
\n
\n
\n
\n
\n\n

D3G2O2For each impact and/or potential solution, identify the parties (groups, communities, organisations, etc.) across society affected the most – both positively and negatively.

\n
    \n
  • D3G2O2H1Determine the parties responsible for putting solutions into practice.\n
    • \n
  • D3G2O2H2Determine which parties are more susceptible to ☑ negative impacts.\n
    • \n
  • D3G2O2H3Determine which ☑ parties or communities are likely to benefit.\n
    • \n
\n
\n
\n

D3G3EvaluateWeigh the trade-offs positivies and negatives of the different perspectivesbetween the scientific, social and ethical dimensions.

\n
\n
\n\n

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

\n
    \n
  • D3G3O1H1Identify impacts and solutions that benefit one group while meaning drawbacks for another.\n
    • \n
  • D3G3O1H2Identify solutions that reduce negative impacts or enhance positive impacts or both.\n
    • \n
  • D3G3O1H3Identify solutions that create new negative impacts.\n
    • \n
  • D3G3O1H4Assess how multiple impacts and solutions might interact or compound over time.\n
    • \n
\n
\n
\n

D3G4Weigh your viewpoints against the various dimensions of the socio-scientific issue.

\n
\n
\n\n

D3G4O1Examine 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
\n
\n\n

D3G4O2(Re)assess your viewpoint on a socio-scientific issue.

\n
    \n
  • D3G4O2H1☑ (Re)Assessing personal viewpoint on SSI\n
    • \n
  • H5P (Stig)\n
    • \n
\n
\n
\n

D4Speak out and take action

\n

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

\n
\n
\n\n

D4G1O1Identify opportunities to engage (potential WHEREs).

\n
    \n
  • 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
    • \n
  • D4G1O1H2Identify gaps in existing efforts addressing these needs.\n
    • \n
  • 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
    • \n
\n
\n
\n
\n
\n\n

D4G1O2Determine the impact you would like to make (WHY).

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

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).

\n
    \n
  • D4G1O3H1☑ Communication channels\n
    • \n
\n
\n
\n
\n
\n\n

D4G1O4Prepare for potential feedback and reactions.

\n
    \n
  • D4G1O4H1Review similar initiatives to understand common feedback and reactions.\n
    • \n
  • D4G1O4H2Simulate the engagement.\n
    • \n
  • D4G1O4H3Apply skills of dialogue.\n
    • \n
\n
\n
\n

D4G2Communicate established viewpoints on a socio-scientific issue: Inform.

\n
\n
\n\n

D4G2O1Tailor your message to the target audience and communication channel

\n
    \n
  • D4G2O1H1Previous knowledge\n
    • \n
  • D4G2O1H2Linguistic competence\n
    • \n
\n
\n
\n
\n
\n\n

D4G2O2Report or visualise objectively the opposing viewpoints on the socio-scientific issue.

\n
    \n
  • D4G2O2H1Organise the arguments and supporting evidence.\n
    • \n
  • D4G2O2H2Be objective and concise.\n
    • \n
  • D4G2O2H3Refer to sources.\n
    • \n
\n
\n
\n

D4G3Communicate your viewpoint on a socio-scientific issue: Argue.

\n
\n
\n\n

D4G3O1Define your [message.]()

\n
    \n
  • D4G3O1H1Formulate a clear statement on the socio-scientific issue in a single sentence.\n
    • \n
  • D4G3O1H2Identify a hook to grab the recipients' attention\n
    • \n
  • D4G3O1H3Provide background information on the socio-scientific issue.\n
    • \n
  • D4G3O1H4Explain ☑ how the evidence supports the arguments and ☑ how the arguments support your message.\n
    • \n
\n
\n
\n
\n
\n\n

D4G3O2Tailor your message to the target audience regarding their previous knowledge, interests and language skills.

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

D4G3O3Invalidate potential counter-arguments.

\n

H5P (Sini)

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

D4G3O4Suggest appropriate actions and initiatives based on your message.

\n
    \n
  • D4G3O4H1☑ Actions and initiatives to convey a message.\n
    • \n
\n
\n
\n

D4G4Take action to become a responsible democratic citizen.

\n
\n
\n\n

D4G4O1Select an action or initiative.

\n

H5P (Aki)

\n
    \n
  • D4G4O1H1Identify what you are able to do.\n
    • \n
\n
\n
\n
\n
\n\n

D4G4O2Make a plan to execute.

\n
    \n
  • D4G4O2H1Outline steps and a timeline.\n
    • \n
  • D4G4O2H2Determine success criteria\n
    • \n
\n
\n
","UPDATEDAT":"2026-04-11T16:06:01.642Z","ID":"21d88cc2-2d1f-436e-9d2f-a1257bf4dbc8","TITLE":"2026-02-11"}