Details
| Originalsprache | Englisch |
|---|---|
| Fachzeitschrift | Journal of Research in Science Teaching |
| Frühes Online-Datum | 29 Juli 2024 |
| Publikationsstatus | Elektronisch veröffentlicht (E-Pub) - 29 Juli 2024 |
Abstract
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication mechanisms, we report results from seven focus groups of 26 tenth-grade students (M = 15 years; 58% female, 38% male, 4% nonbinary) investigating such mechanisms as applied to climate change content on social media. Using qualitative content analysis, we identified the students' awareness and conceptions of mechanisms such as filter bubbles and echo chambers on a continuum between rather simple and elaborate. The findings suggest that the students have a general awareness of most mechanisms based on their own experiences and describe additional media communication mechanisms, such as bots, microtargeting, and, particularly, algorithms, which appear specifically relevant in dealing with scientific disinformation on social media. Based on the results, we derive a set of needs for science educational learning materials and science media literacy to prepare students to tackle scientific disinformation on social media.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Ziele für nachhaltige Entwicklung
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in: Journal of Research in Science Teaching, 29.07.2024.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Students' awareness and conceptions of science-related communication mechanisms on social media
AU - Nehring, Andreas
AU - Kresin, Soraya
AU - Kremer, Kerstin Hildegard
AU - Büssing, Alexander Georg
N1 - Publisher Copyright: © 2024 The Author(s). Journal of Research in Science Teaching published by Wiley Periodicals LLC on behalf of National Association for Research in Science Teaching.
PY - 2024/7/29
Y1 - 2024/7/29
N2 - The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication mechanisms, we report results from seven focus groups of 26 tenth-grade students (M = 15 years; 58% female, 38% male, 4% nonbinary) investigating such mechanisms as applied to climate change content on social media. Using qualitative content analysis, we identified the students' awareness and conceptions of mechanisms such as filter bubbles and echo chambers on a continuum between rather simple and elaborate. The findings suggest that the students have a general awareness of most mechanisms based on their own experiences and describe additional media communication mechanisms, such as bots, microtargeting, and, particularly, algorithms, which appear specifically relevant in dealing with scientific disinformation on social media. Based on the results, we derive a set of needs for science educational learning materials and science media literacy to prepare students to tackle scientific disinformation on social media.
AB - The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication mechanisms, we report results from seven focus groups of 26 tenth-grade students (M = 15 years; 58% female, 38% male, 4% nonbinary) investigating such mechanisms as applied to climate change content on social media. Using qualitative content analysis, we identified the students' awareness and conceptions of mechanisms such as filter bubbles and echo chambers on a continuum between rather simple and elaborate. The findings suggest that the students have a general awareness of most mechanisms based on their own experiences and describe additional media communication mechanisms, such as bots, microtargeting, and, particularly, algorithms, which appear specifically relevant in dealing with scientific disinformation on social media. Based on the results, we derive a set of needs for science educational learning materials and science media literacy to prepare students to tackle scientific disinformation on social media.
KW - nature of science
KW - misinformation
KW - scientific information
KW - students' conceptions
KW - social media
KW - media communication mechanisms
KW - science media literacy
UR - http://www.scopus.com/inward/record.url?scp=85199985508&partnerID=8YFLogxK
U2 - 10.1002/tea.21973
DO - 10.1002/tea.21973
M3 - Article
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
SN - 0022-4308
ER -