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Abstract
The distribution of disinformation in online environments poses an increasing risk for pupils to be confronted with manipulated content. As a pedagogical strategy for schools, phenomenon-based learning (PhBL) is said to train a variety of required digital competences. This article aims to describe PhBL as practical teaching intervention to address disinformation in secondary schools. PhBL is a cross-curricular and subject-unspecific teaching intervention with a suggested duration of 8-12 teaching lessons and an appropriate age starting from 12/13 years. This investigation included that teacher organized project-oriented activities. The evaluation comprised semi-structured interviews with pupils (n=36) and their teachers (n=8) as well as video-based classroom observations in six classes with 107 pupils. The findings indicate that this teaching approach supported pupils to compare information sources, evaluate credibility indicators, and act criticaly as online consumers. After the intervention pupils said that they felt more sceptical of online and social media information.
Published Version
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