Why do we believe in conspiracy theories?

This 90-minute learning exercise is designed to introduce students to confirmation bias in media and its impact on information presentation. By analysing news articles on a current event or controversial topic, students will develop critical thinking skills, enhance media literacy, and recognize the significance of diverse perspectives in news reporting.

After completing this activity, learners will:

• Enhance ability to think critically when analysing news articles, identifying biases, and evaluating the credibility of information sources.
• Understand media literacy concepts, enable to navigate and interpret news content more effectively
• Recognize instances of confirmation bias in media reporting, understand how it can impact the presentation of information
• Appreciate the importance of seeking diverse viewpoints in news reporting to gain a comprehensive understanding of complex issues

90 min.

3 – 4 per group

Beginner (no prior knowledge required)

Introduction to Confirmation Bias (15 minutes)

• Begin the workshop by introducing the concept of confirmation bias and its influence on information perception.
• Explain the importance of critical thinking in evaluating news sources and understanding the potential biases present in media.

Begin the workshop by introducing the concept of confirmation bias and its influence on information perception.

Explain the importance of critical thinking in evaluating news sources and understanding the potential biases present in media.
15 min.


Step 1: Topic Selection and Article Collection

Assign learenrs to small groups and provide a list of current events or controversial topics to choose from. Instruct each group to find three news articles from different sources covering their selected event or issue.
15 min.


Step 2: Article Analysis 

Distribute the chosen articles to each group and provide guiding questions for analysis, such as:

What is the central argument or perspective presented in each article?
Are there any biased or emotionally charged words or phrases used in the articles?
Is there a presentation of cherry-picked evidence to support a particular viewpoint?
Are opposing viewpoints represented, or are they omitted from the articles?
How does the language and tone influence the reader's perception of the event or issue?
40 min.


Step 3: Group Discussion and Presentation Preparation

Have learenrs gather in their small groups to discuss their findings and compare the perspectives presented in the articles.

Encourage open dialogue and critical reflection on the potential presence of confirmation bias in each article.
15 min.


Step 4: Presentation of Findings

Each group should prepare a brief presentation showcasing their analysis. They can use digital presentation tools or poster boards to present their findings to the class. During each presentation, encourage other learenrs to ask questions and engage in discussion.
30 min.

Reflection (10 minutes)


Lead a class-wide discussion after all presentations. Ask reflective questions such as: 

Q: What did you learn from the class discussion about confirmation bias in media?
Q: Why is it important to consider diverse viewpoints when understanding current events?
Q: How can critical thinking help us identify and address confirmation bias in media?

This is a classroom activity and cannot be adapted to online mode.

No further resources needed.

Course Source. A Classroom Intervention to Reduce Confirmation Bias: 
https://qubeshub.org/community/groups/coursesource/publications?id=2864&tab_active=about&v=1
 
Information about confirmation bias collected from handbook E-Book for youth workers on critical thinking and conspiracy theories.