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Attracting Pupils and Students to Natural Sciences: Challenges in Higher Education on the Example of Science Learning Centre Bioskop Masaryk University (Brno, the Czech Republic)

100%

Konečný O., Podhorná A., Hlaváčková T., Novák P.

Journal of Education Culture and Society

2016

vol. 7

issue 2

408-423

Many universities in the Czech Republic lack students´ interest in the studies of natural science. That is why all the universities have to come up with an idea how to popularize these scientific fields to attract potential university applicants. One of the ways of achieving that is to create educational centres, which are able, thanks to these programmes, to approach students of primary and secondary schools and show them the natural sciences. The presented example of one particular educational centre (Bioskop Masaryk University, Brno, the Czech Republic) evaluates the success rate of their activities while using written questionnaire survey among the visitors of the programmes (students of primary and secondary schools as well as their pedagogues). The results have shown that thanks to these activities the centre created quality conditions for popularization of natural sciences. The results have also proven the centre´s ability to present natural sciences in an attractive and entertaining way to students of elementary and secondary schools. These students expressed their interest in the study of natural sciences and they would like to visit the centre again.

Popularisation of Science and Science Journalism on Social Media in Slovakia

86%

Vrabec N., Pieš L.

Media Literacy and Academic Research

2023

vol. 6

issue 1

206-226

This study focuses on the presentation and interpretation of scientific information and data by Slovak creators on the social platform Instagram. Media content presented on social media often becomes problematic, as popular science posts are more in an entertaining than scientific form. It happens that popular science content is presented inaccurately, without deeper context. In addition, scientific misinformation and misleading information appears, which can pose a danger to audience members who trust such information. Science journalism has found its place not only in traditional media, but also on social media platforms, where problematic information on scientific topics goes viral and achieves a high level of user interaction. In an unregulated or under-regulated social networking environment, it is also more difficult for users to discern the credibility and relevance of the information presented, especially when referring to existing scientific studies or authorities. However, data from these sources may be taken out of context, interpreted in a misleading way or accompanied by completely fabricated or distorted conclusions. Such false scientific content undermines confidence in objective science journalism and discredits the work of science journalists. Several digital tools are now available that can help readers distinguish real scientific information from false information. Critical thinking, media literacy and scientific literacy are key skills that can be used to detect manipulative techniques and navigate the issue of false media content. In this paper, we therefore clarify the importance of media, scientific and information literacy skills to help identify misinformation in media content related to science and research.

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1 Journal of Education Culture and Society

1 Media Literacy and Academic Research

1 Hlaváčková T.

1 Konečný O.

1 Novák P.

1 Pieš L.

1 Podhorná A.

1 Vrabec N.

1 2023

1 2016

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Attracting Pupils and Students to Natural Sciences: Challenges in Higher Education on the Example of Science Learning Centre Bioskop Masaryk University (Brno, the Czech Republic)

Popularisation of Science and Science Journalism on Social Media in Slovakia