Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy

被引：31

作者：

Fauville, G. ^{[1
]}

Dupont, S. ^{[2
]}

von Thun, S. ^{[3
]}

Lundin, J. ^{[4
]}

机构：

[1] Univ Gothenburg, Dept Educ Commun & Learning, S-40530 Gothenburg, Sweden

[2] Univ Gothenburg, Sven Loven Ctr Marine Sci Kristineberg, Dept Biodivers & Environm Sci, S-45178 Fiskebackskil, Sweden

[3] Monterey Bay Aquarium Res Inst, Moss Landing, CA 95039 USA

[4] Univ Gothenburg, Chalmers Univ Technol, Dept Appl Informat Technol, S-41296 Gothenburg, Sweden

来源：

COMPUTERS & EDUCATION | 2015年 / 82卷

基金：

瑞典研究理事会;

关键词：

Online social media; Facebook; Ocean literacy; Scientific literacy; Science communication; ONLINE; BENEFITS; RECALL; TEXT;

D O I：

10.1016/j.compedu.2014.11.003

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

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.

引用

页码：60 / 73

页数：14

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