Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
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DOI：
10.1016/j.compedu.2014.11.003
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发表时间：
2015-03-01
影响因子：
12
通讯作者：
Lundin, J.
中科院分区：
文献类型：
--
作者：
Fauville, G.;Dupont, S.;Lundin, J.
互联网为科学家提供了与公众直接接触的独特机会，以促进公民的科学素养。最近，互联网用户开始将大部分在线时间花在社交网站(SNS)上。了解这些SNS如何作为互动和发展科学素养的舞台，对于指导科学家的在线活动和了解人们如何发展科学知识非常重要。这是通过仔细审查蒙特利湾水族馆研究所的Facebook页面以及对用户海洋素养的影响来评估的。我们调查了哪些做法可以增加Facebook故事的用户数量。我们还发现，Facebook页面没有提供适当的社会背景来促进参与，因为它只有几个竞技场的特征，可以在那里发展这种做法。(C)2014爱思唯尔有限公司。保留所有权利。
The Internet provides a unique opportunity for scientists to be in direct contact with the public in order to promote citizens' scientific literacy. Recently, Internet users have started to spend most of their online time on social networking sites (SNS). Knowledge of how these SNSs work as an arena for interaction, as well as for the development of scientific literacy, is important to guide scientists' activities online, and to be able to understand how people develop knowledge of science. This was evaluated by scrutinizing the Facebook page of the Monterey Bay Aquarium Research Institute and the consequences for users' ocean literacy. We investigated which practices could increase the number of users reached by a Facebook story. We also found that Facebook pages do not offer the appropriate social context to foster participation since it has only a few of the features of an arena where such practices could develop. (C) 2014 Elsevier Ltd. All rights reserved.