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4 publications found

May 05, 2025 Review Article
Evaluating video-based science communications practices: a systematic review

by Mauricio Montes, Jon Wargo, S Mo Jones-Jang, Sarah Quan, Betty Lai and Alexa Riobueno-Naylor

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.

Volume 24 • Issue 03 • 2025

Oct 28, 2024 Review Article
Characterization of polarized scientific digital messages: a scoping review

by Ana Maria Jucá, Matheus Lotto, Agnes Cruvinel and Thiago Cruvinel

This scoping review elucidated the characteristics of polarized scientific digital messages credited by researchers for studying the impact of content on people's perceptions. Inclusion criteria encompassed discourse and content analysis studies examining the syntactic and lexical features of polarized messages in online science communication, as well as crossover and randomized information intervention studies. Studies without sufficient detail for data extraction or that did not address message characteristics were excluded. After these exclusions, 10 studies were evaluated for the outcomes. Characteristics of polarized messages were observed to include topic dependency, single viewpoint, discredit of opposing views, emphasis on the minority and flaws of concurrent discourses, and uses of assertive statements, intensifiers, controversy, partisanship, skepticism, sarcasm, vague lexicons, and expert opinion support. As a result, we propose a system of codification for identifying and characterizing polarized discourses in science communication digital messages that can be employed in further content analysis studies.

Volume 23 • Issue 08 • 2024

Jan 29, 2024 Review Article
Confronting misinformation related to health and the environment: a systematic review

by Thaiane Oliveira, Nicolas de Oliveira Cardoso, Wagner de Lara Machado, Reynaldo Aragon Gonçalves, Rodrigo Quinan, Eduarda Zorgi Salvador, Camila Almeida and Aline Paes

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.

Volume 23 • Issue 01 • 2024

Jul 20, 2020 Review Article
Citizen Science, K-12 science education and use of technology: a synthesis of empirical research

by Olia Tsivitanidou and Andri Ioannou

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.

Volume 19 • Issue 04 • 2020