Despite the rising popularity of video-based platforms, systematic guidelines for developing effective video-based science communication remain scarce. Training scientists in these skills is vital for combating misinformation and engaging audiences. This study reviewed evidence-based strategies for communicating science via video-based social media platforms, identifying 28 articles that included original video-based data and were published in the past decade. Articles were identified through library database searches, journal archives, and publication lists from relevant researchers. Predominantly focusing on YouTube (42.9%) and TikTok (28.6%), qualitative findings revealed best practices related to narrative structure, emotion and connection, video features, professionalism and quality, and social media strategies. Highlighting actionable strategies, this research provides valuable insights for scientists navigating the dynamic landscape of video-based science communication.

Confronting misinformation related to health and the environment comprises one of the major global concerns. Therefore, this systematic literature review, aims to identify the most used strategies to confront misinformation related to health, and the environment. The relevance of the interventions was assessed considering the frequency with which they are used and reported as effective. Five widely used databases were searched between 2010 and 2021 (Web of Science, Scopus, PsycINFO, Science Direct, IEEE Xplore). A total of 14.285 records were initially retrieved. Then, after applying inclusion and exclusion criteria, 32 peer-reviewed papers were included and analyzed in depth through this review. The results indicate that interventions based on credible information (debunking) were the most used among the included studies, followed by exposure and correction (debunking), inoculation, information, and media literacy (prebunking), and deliberation prompts (nudging). Most {interventions had }an effect size between small and medium, but most effects are limited to a specific myth/belief. We also found that most studies are conducted in the U.S. Therefore, experimental replication with same and different beliefs as outcomes and interventions cross-cultural adaptation to other countries are recommended.

In this review, we examined the types of CS projects found in K-12 science education facilitated by digital technologies, the learning outcomes from students' participation in these projects, and the type of digital technologies used. With the application of the study's selection criteria, 15 eligible publications were included in the review; these were indexed in three databases as well as in Google Scholar. Despite the rising popularity of CS projects, the present review revealed that there is little empirical evidence for the effects of technology-facilitated CS projects on learning outcomes when K-12 students are involved. Yet, the review demonstrates a promising research area in science education and technology-enhanced learning.