Journal article

Authors list: Kresin, Soraya; Kremer, Kerstin; Nehring, Andreas; Buessing, Alexander Georg

Publication year: 2024

Journal: Journal of Research in Science Teaching

ISSN: 0022-4308

eISSN: 1098-2736

Open access status: Hybrid

DOI Link: https://doi.org/10.1002/tea.21973

Publisher: Wiley

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.

Harvard Citation style: Kresin, S., Kremer, K., Nehring, A. and Buessing, A. (2024) Students' awareness and conceptions of science-related communication mechanisms on social media, Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21973

APA Citation style: Kresin, S., Kremer, K., Nehring, A., & Buessing, A. (2024). Students' awareness and conceptions of science-related communication mechanisms on social media. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21973