在YouTube上传播生物多样性研究:科学家和第三方主持人的实验性比较
Selina A Ruzi1, Adrian A Smith2, Nicole M Lee3
1North Carolina State University, USA.
Public understanding of science (Bristol, England)
|January 16, 2025
概括
展示科学家的科学视频提高了人们的认知能力,但并没有显著地提高有关蜜蜂多样性保护的知识或行为意图. 需要进一步的研究来优化科学传播策略.
科学领域:
- 环境科学环境科学
- 沟通研究 沟通研究
背景情况:
- 在线视频是科学传播的普遍工具.
- 科学视频中的叙事视角可以影响观众的接收.
- 了解不同观点如何影响科学传播目标至关重要.
研究的目的:
- 评估叙事视角 (科学家与第三方) 对科学传播目标的影响.
- 评估与蜜蜂多样性相关的知识获取,感知变化和行为意图的影响.
- 根据视频视角调查观众回忆和感知能力.
主要方法:
- 这是一项在美国620名参与者之间和在受试者内部进行的混合实验.
- 参与者观看了从不同叙事角度呈现的关于蜜蜂多样性的科学视频.
- 收集关于知识,感知,行为意图,感知能力和回忆的数据.
主要成果:
- 科学家展示的视频导致了更高的认知能力.
- 科学家介绍的视频增加了回忆个人参与的可能性.
- 在知识获取或行为意图中没有发现显著的差异,以支持蜜蜂的多样性.
结论:
- 虽然由科学家主导的视频可以提高人们的认知能力和个人联系,但它们并不能自动转化为增加有关蜜蜂多样性的知识或行为变化.
- 叙事视角在科学传播中的有效性需要进一步调查,以实现特定的教育和行为结果.
- 未来的战略可能需要将专家叙述与其他元素相结合,以有效地推动对保护问题的知识和行动.
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