The Development of a Formative Practice for Critical Digital Literacy and an Inquiry into its Effects within a Group of Pre-service Chemistry Teachers

Abstract: This research deals with the inquiry of a didactic intervention on digital literacy carried out in chemistry teachers’ pre-service education. The academics interacted with pre-selected digital media, before and after the presentation of the theoretical model. The aim was to analyze the effects of the intervention for critical digital literacy, and the research question was: what are the effects of the model and which other aspects emerge from the formative practice for critical digital literacy of the pre-service teachers? The intervention allowed for exchanges, questions, reflections and self-reflections about the media were approached, and the model acted as a support for sharpening the perception of its operational, structural, esthetic and ethical characteristics. It also developed criticality and promoted more complete signification processes. Even though the model helped organize knowledge for digital literacy, increasing interest and guiding more critical analysis, the pre-service teachers considered the theoretical model complex.