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<p>In an era characterized by the pervasive dissemination of information, the rampant spread of pseudoscientific misinformation poses a formidable threat to public scientific literacy. Equipping students with the critical competencies to discern and evaluate pseudoscience in everyday contexts is therefore imperative. This study examines a design-based learning intervention involving 55 Chinese university students, organized into ten collaborative teams, each tasked with producing a 4-to-7&#xa0;min educational animation aimed at debunking widespread pseudoscientific claims. Quantitative analysis revealed statistically significant gains in students’ science attitudes, cooperative competencies, and ICT (Information and Communications Technology) self-efficacy, with particularly pronounced improvements in digital confidence. Qualitative findings further suggest that the animation production process fostered critical engagement with misconceptions, deepened understanding of scientific principles, enhanced communicative and technical skills, and promoted sustained motivation to convey scientific reasoning. These outcomes highlight the pedagogical efficacy of student-generated animation as a transformative vehicle for fostering pseudoscientific discernment, advancing conceptual change, and cultivating 21st-century competencies within a constructivist, media-literacy framework.</p>

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Enhancing Pseudoscience Discernment through Student-generated Educational Animations

  • 期刊论文

  • 发表日期：

    2026年5月4日

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  • Chien-Yuan Su

摘要

In an era characterized by the pervasive dissemination of information, the rampant spread of pseudoscientific misinformation poses a formidable threat to public scientific literacy. Equipping students with the critical competencies to discern and evaluate pseudoscience in everyday contexts is therefore imperative. This study examines a design-based learning intervention involving 55 Chinese university students, organized into ten collaborative teams, each tasked with producing a 4-to-7 min educational animation aimed at debunking widespread pseudoscientific claims. Quantitative analysis revealed statistically significant gains in students’ science attitudes, cooperative competencies, and ICT (Information and Communications Technology) self-efficacy, with particularly pronounced improvements in digital confidence. Qualitative findings further suggest that the animation production process fostered critical engagement with misconceptions, deepened understanding of scientific principles, enhanced communicative and technical skills, and promoted sustained motivation to convey scientific reasoning. These outcomes highlight the pedagogical efficacy of student-generated animation as a transformative vehicle for fostering pseudoscientific discernment, advancing conceptual change, and cultivating 21st-century competencies within a constructivist, media-literacy framework.