Publications included in this section.
5 publications found
The purpose of this scoping review is to examine the available research on the relationship between research and practice in the field of science communication, identifying barriers and solutions to their disconnect. This scoping review was conducted using the Arksey and O'Malley framework. Results indicate that the main barrier is the inefficient communication between the two domains, and that the main solution lies in changing some modus operandi in science communication. In conclusion, this scoping review provides novel insights to build bridges between research and practice for the advancement of science communication.
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.
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.