Teaching immunology in the context of fake news

inquiry-based strategies in high school

Abstract

This study investigated the teaching of immunology in high school, with an emphasis on the use of inquiry-based strategies as a way to combat misinformation, especially regarding vaccination. The research was conducted with students from the 3nd year of high school and used the dengue epidemic as its central theme. The teaching sequence consisted of three lessons, during which students engaged in activities such as critical reading of news articles, formulation and validation of hypotheses, and the creation of mind maps using digital tools. The results indicated significant differences between the groups in terms of critical analysis and understanding of vaccination and the immune system. The adopted methodological approach highlighted the potential of inquiry-based teaching to promote student protagonism, scientific literacy, and the development of a critical stance toward misinformation. It is concluded that investigative strategies are effective in fostering competencies and skills related to scientific knowledge, while also reinforcing the role of education in countering fake news and strengthening public health.