Abstract:

The pandemic caused by the SARS-CoV-2 virus produced a misinformation epidemic, responsible for the spread of fake news that would discredit true and useful information. The dissemination of fake news regarding vaccination on social media during COVID-19 pandemic involving false or misleading statements shared on these platforms constituted a major problem specially in Generation Z students; therefore, the application of critical thinking in this sector is fundamental.

In this work, the innovation consisted of developing a project where university and high school students analyzed videos, distributed through social media, that contain information considered to be myths or truths regarding COVID-19 vaccines. By means of research supported arguments, students provided scientific grounds to accredit or discredit the information provided by the videos. Critical thinking skills, grades, perception and collaborative work were evaluated parameters. Regarding the ability to substantiate information, better arguments and sources were observed in university students, mainly women, regardless of their level of studies, better analysis and argumentation was observed (p<0.001). Students considered that the project helped them to critically analyze social media information (92.6%), they felt motivated (89.7%) and would like to carry out more projects with this focus (80.9%). Through scientific research, students were able to apply critical thinking in the analysis of information using social media as a learning tool and; therefore, join in the battle against misinformation.

Keywords:

COVID-19, Social media, Critical thinking, Higher education, Educational innovation.