{"CACHEDAT":"2026-09-25 03:41:01","SLUG":"prompt-based-exploration-of-materials-for-critical-information-analysis-oZtmuqzEFh","MARKDOWN":"# Essential Items for a SciLMi Teacher Prompt\n\n\n1. **Subject Area**\n * Specify the subject (e.g. Biology, Geography, History, English, Economics).\n2. **Subject-Specific Learning Goal**\n * Use curriculum-aligned language (“students are able to explain the greenhouse effect”).\n * Tip: phrase it with a Bloom’s taxonomy verb.\n3. **Chosen Meta-Scientific Literacy (MSL) Outcome**\n * Select one outcome and/or HOW.\n4. **Narrow down what the material should demonstrate.**\n * E.g. Manipulation / deception\n * Emotional appeal\n * Biased framing\n * Logical fallacy\n * Omission\n * Fabrication\n * Visual manipulation\n * etc.\n5. **Context / Socio-Scientific Issue**\n * Identify the SSI theme to connect with \n * Narrow down the SSI to the topic - or a specific question debated in society.\n6. **Type of Example / Genre Wanted**\n * Media form (newspaper article, news video, social media post, infographic, blog).\n * Classroom-usable (short, age-appropriate, free access if possible).\n7. **Pedagogical Use / Outcome** \n * What students should practise doing with that example.\\nE.g. Domain 2:\n * Identify deceptive tactics\n * Differentiate between opinions and claims\n * Differentiate between unsubstantiated claims and empirically substantiated claims.\n * Identify logical fallacies\n * Analyse logical consistency\n * Identify biased information\n * Select relevant information\n8. **Constraints & Filters**\n * Age group (secondary students, 13–18).\n * Language (English / local).\n * Length / accessibility.\n * Reliability (e.g. from credible but biased outlets, so manipulable but not fringe nonsense).\n\n# Template\n\nFind a [type of genre: newspaper article, news video, social media post, infographic, blog] about [socio-scientific issue, e.g. plastic pollution in oceans] that I can use in a [subject, e.g. Biology / Geography / History] lesson.\n\nThe subject-specific learning goal is that students [Bloom’s verb + curriculum-aligned goal, e.g. analyse the greenhouse effect on ecosystems].\n\nThe example should include the manipulation feature [e.g. emotional appeal / biased framing / logical fallacy / omission / fabrication / visual manipulation].\n\nThe chosen meta-scientific literacy outcome is [e.g. Identify deceptive tactics]. Students should practise [HOW Dimension / pedagogical use, e.g. spotting omissions and misrepresentation in media claims].\n\nThe material should be [age group, e.g. suitable for 14–16-year-olds], [language, e.g. in English], and be [short, accessible, reliable but with manipulable features].\n\n\n## \ud83d\udcdd Fill-in Template\n\n**Subject Area**\\n→ ___________________________________________\n\n**Subject-Specific Learning Goal** (use Bloom’s verb + curriculum goal)\\n→ Students __________________________________________\n\n**Meta-Scientific Literacy (MSL) Outcome** \\n→ ___________________________________________\n\n**HOW** \\n→ ___________________________________________\n\n**Socio-Scientific Theme / Topic / Issue (SSI)**\\n→ ___________________________________________\n\n**Type of Example / Genre Wanted** (tick one)\\n☐ Newspaper article\\n☐ News video\\n☐ Social media post\\n☐ Infographic\\n☐ Blog\\n☐ Other: ____________________\n\n**Pedagogical Use / HOW Dimension** (what students should practise)\\n→ ___________________________________________\n\n**Constraints & Filters**\n\n* Age group: _________________________\n* Language: __________________________\n* Length / accessibility: _________ minutes\n* Reliability requirements: ____________________\n\n\n## Example Prompts\n\n\n:::tip\nFind a **news article** about **genetically modified crops** and food security that I can use in a **Biology lesson**.\n\nThe subject-specific learning goal is that students **evaluate the risks and benefits of genetic modification in agriculture**.\n\nThe example should include the manipulation feature **biased framing**.\n\nThe chosen meta-scientific literacy outcome is **Differentiate between opinions and empirical claims**. Students should practise **highlighting statements that are evidence-based vs. opinion-based**.\n\nThe material should be **suitable for 15–17-year-olds**, in English, and be **short, accessible, and from a credible but biased outlet**.\n\n:::\n\n\n\n:::tip\nFind a **social media post** about **climate protests** that I can use in an **English lesson**.\n\nThe subject-specific learning goal is that students **analyse persuasive language devices in authentic texts**.\n\nThe example should include the manipulation feature **emotional appeal**.\n\nThe chosen meta-scientific literacy outcome is **Identify manipulation**.\\nStudents should practise **spotting emotionally charged vocabulary and how it shapes readers’ opinions**.\n\nThe material should be **suitable for 16–18-year-olds**, **in English**, and be **short, accessible, and from a credible but opinionated outlet**.\n\n:::\n\n\n\\","RENDERMODE":"markdown","HTML":"

Essential Items for a SciLMi Teacher Prompt

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  1. Subject Area
    2. \n
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  1. Subject-Specific Learning Goal
    2. \n
\n\n
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  1. Chosen Meta-Scientific Literacy (MSL) Outcome
    2. \n
\n\n
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  1. Narrow down what the material should demonstrate.
    2. \n
\n\n
    \n
  1. Context / Socio-Scientific Issue
    2. \n
\n\n
    \n
  1. Type of Example / Genre Wanted
    2. \n
\n\n
    \n
  1. Pedagogical Use / Outcome
    2. \n
\n\n
    \n
  1. Constraints & Filters
    2. \n
\n\n

Template

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Find a [type of genre: newspaper article, news video, social media post, infographic, blog] about [socio-scientific issue, e.g. plastic pollution in oceans] that I can use in a [subject, e.g. Biology / Geography / History] lesson.

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The subject-specific learning goal is that students [Bloom’s verb + curriculum-aligned goal, e.g. analyse the greenhouse effect on ecosystems].

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The example should include the manipulation feature [e.g. emotional appeal / biased framing / logical fallacy / omission / fabrication / visual manipulation].

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The chosen meta-scientific literacy outcome is [e.g. Identify deceptive tactics]. Students should practise [HOW Dimension / pedagogical use, e.g. spotting omissions and misrepresentation in media claims].

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The material should be [age group, e.g. suitable for 14–16-year-olds], [language, e.g. in English], and be [short, accessible, reliable but with manipulable features].

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\ud83d\udcdd Fill-in Template

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Subject Area
→ ___________________________________________

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Subject-Specific Learning Goal (use Bloom’s verb + curriculum goal)
→ Students __________________________________________

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Meta-Scientific Literacy (MSL) Outcome
→ ___________________________________________

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HOW
→ ___________________________________________

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Socio-Scientific Theme / Topic / Issue (SSI)
→ ___________________________________________

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Type of Example / Genre Wanted (tick one)
☐ Newspaper article
☐ News video
☐ Social media post
☐ Infographic
☐ Blog
☐ Other: ____________________

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Pedagogical Use / HOW Dimension (what students should practise)
→ ___________________________________________

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Constraints & Filters

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Example Prompts

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Find a news article about genetically modified crops and food security that I can use in a Biology lesson. The subject-specific learning goal is that students evaluate the risks and benefits of genetic modification in agriculture. The example should include the manipulation feature biased framing. The chosen meta-scientific literacy outcome is Differentiate between opinions and empirical claims. Students should practise highlighting statements that are evidence-based vs. opinion-based. The material should be suitable for 15–17-year-olds, in English, and be short, accessible, and from a credible but biased outlet.

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Find a social media post about climate protests that I can use in an English lesson. The subject-specific learning goal is that students analyse persuasive language devices in authentic texts. The example should include the manipulation feature emotional appeal. The chosen meta-scientific literacy outcome is Identify manipulation.
Students should practise spotting emotionally charged vocabulary and how it shapes readers’ opinions. The material should be suitable for 16–18-year-olds, in English, and be short, accessible, and from a credible but opinionated outlet.

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","UPDATEDAT":"2026-05-12T22:23:41.944Z","ID":"17324de8-4ee9-4755-9990-fbadb79de797","TITLE":"Prompt-Based Exploration of Materials for Critical Information Analysis"}