Affiliation:
1. Group of Biology Education, Institute of Science Education Leibniz University Hannover Hannover Germany
2. Group of Biology Education, Institute of Science Education Technische Universität Braunschweig Braunschweig Germany
3. Institute for Biology Education Justus Liebig University Giessen Giessen Germany
4. Group of Chemistry Education Institute of Science Education, Leibniz University of Hanover Hannover Germany
Abstract
AbstractThe 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.