Students' awareness and conceptions of science‐related communication mechanisms on social media

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2024-07-30 DOI:10.1002/tea.21973
Soraya Kresin, Kerstin Kremer, Andreas Nehring, Alexander Georg Büssing
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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.
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学生对社交媒体上与科学有关的传播机制的认识和观念
社交媒体平台的兴起以及随之而来的传统把关机制的缺失,使得科学虚假信息泛滥成灾。用户在试图正确评估科学信息和虚假信息时,受到过滤泡沫和回声室等媒体传播机制的巨大阻碍。最近,人们开始重新认识媒体传播机制所代表的科学本质,有鉴于此,我们报告了由 26 名十年级学生(男 = 15 岁;58% 为女性,38% 为男性,4% 为非二元性别)组成的 7 个焦点小组的研究结果,这些小组对社交媒体上的气候变化内容进行了调查。通过定性内容分析,我们确定了学生们对过滤泡沫和回音室等机制的认识和概念,这些机制介于简单和复杂之间。研究结果表明,学生们根据自己的经验对大多数机制有一般的认识,并描述了其他媒体传播机制,如机器人、微定位,特别是算法,这些机制似乎与处理社交媒体上的科学虚假信息特别相关。基于这些结果,我们得出了一套科学教育学习材料和科学媒体素养的需求,以帮助学生为应对社交媒体上的科学虚假信息做好准备。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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