A well-informed populace is vitally important for the proper functioning of democracy. Media news articles constitute an essential means by which the public comes into contact with scientific issues. However, not all of the scientific information presented in news articles is trustworthy or accurate. Naturally, the situation becomes more complicated because most university science departments spend little empirical effort considering how to foster undergraduates' scientific media literacy (SML). This article discusses the effect of a teaching-learning sequence (TLS) in (1) providing undergraduates with opportunities to explicitly reflect on the ways in which news articles promote the public (mis)understanding of science and (2) engaging them in argumentative classroom interactions (such as debates). It examines the written and oral arguments produced by 115 undergraduates (62 females and 53 males, 17-23 years old) in Colombia during a complete TLS supervised by the same instructor. The data used in this analysis were collected from students' written responses and audio recordings. The findings suggest that the TLS can be a good start to show undergraduates some of the different ways in which news articles promote the public (mis)understanding of science and, thus, enrich their SML. The study contributes to the development of a research-based university science education that can inform the design of the SML curriculum for higher education.