## 2 Materials and Methods
### Design of Activities
#### 2.2.1 Digital News Critical Analysis  
To foster scientific and media literacy among pre-service teachers, the first ICT-supported activity centred on the critical analysis of a journalistic article related to chemistry. All three pre-service teacher groups (A, B, and C) participated in this task, which was designed to encourage reflection on the presence of chemistry in everyday life and to develop the cognitive skills necessary to evaluate science-related media.  
Students were asked to apply a guided analysis framework to the article titled in English \"Should new clothes be washed before wearing them?\" [60]. This article, which discusses the presence of potentially harmful chemicals in new garments, provided an accessible entry point for exploring chemistry concepts within a socially relevant context.  
The framework for analysis was adapted from the literature [61] and consisted of six dimensions, each associated with a set of guiding questions and targeted cognitive skills:Claim, issue, or scientific model involved: Students identified the central claim or problem presented in the article and linked it to relevant scientific content, such as chemical residues in textiles and the concept of toxicity or exposure risk. This encouraged them to recognise scientific issues embedded in everyday scenarios.
* Author's role: Learners considered who wrote the article and reflected on the possible intentions behind it. This step aimed to develop students' ability to infer authorial purpose and question the neutrality of science communication.
* Underlying ideas or beliefs: Students discussed the values or beliefs that might have influenced the writing of the article, recognising that scientific reporting is not always free from ideological influence.
* Testing the claim: The students were invited to formulate scientifically investigable questions that could test the article's main assertion. For example, they proposed hypothetical experiments to detect chemical substances in clothing and assess their potential health effects.
* Evidence and data provided: This dimension asked students to identify and evaluate the information and evidence used in the article to support its claims. They compared these with their own scientific knowledge and judged the credibility of the data sources.
* Conclusions and scientific validity: Finally, students reflected on whether the article's conclusions aligned with their understanding of current scientific consensus. They were encouraged to articulate agreements or disagreements with the conclusions, justify their positions with scientific reasoning, and consider the broader societal implications of the issue.  
This activity served multiple educational goals. It allowed future teachers to critically engage with real-world texts, appreciate the socioscientific dimensions of chemistry, and practise key analytical and inferential skills. Moreover, it supported the development of pedagogical strategies for integrating media analysis into primary science teaching, reinforcing the idea that scientific literacy extends beyond the classroom and into students' lived experiences.