Climate Change in Social Media

A Perspective for Science Education Towards the Digital Society
Erscheinungsjahr 2027
ISBN: 978-3-032-41456-4
Verlag: Springer

Buch, Englisch, Format (B × H): 155 mm x 235 mm

Reihe: Contributions from Science Education Research

This open access book examines social media's impact on climate change discourse and its implications for science education in times of misinformation. It assesses students' social media use, attitudes toward climate change, and proposes interventions using innovative methods. Organized into three parts, it first addresses understanding and analyzing climate change discourses on social media, focusing on student perceptions and ecological representation. The second part centers on developing scientific media literacy tools to assess online source credibility. The final part presents innovative educational methods, including virtual excursions and AI tools, to enhance critical engagement with climate misinformation. This volume provides a comprehensive framework for integrating digital literacy within science education, fostering informed participation in addressing global climate challenges. It is a crucial resource for educators navigating the intersection of social media, climate change, and education.

Zielgruppe

Research

Autoren/Hrsg.

Nehring, Andreas

Büssing, Alexander Georg

Lenzer, Stefanie

Friege, Gunnar

Fisichella, Marco

Siegmann, Sophia

Kremer, Kerstin

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Geowissenschaften Umweltwissenschaften Umweltwissenschaften
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines
• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie

Inhaltsverzeichnis

Introduction.- The Topic of Climate Change in Science Education.- Social Media in Science Education.- Part I: Usage. The Perception of Climate Change Social Media Posts by Activist and Non-activist Students.- The Development and Assessment of a Tool for Evaluating Online Sources’ Credibility: The Case of Climate Change Conspiracy Theories in Three Languages.- Social Media and Science Education: A Science Communication Perspective.- Part II: Literacies. Climate change discourses on social media: Clarifying the potential of relevant  Digitality for Future? – The potential of digital practices for climate education.- Plant representation in social media for ecoliteracy.- Assessment of Science Media Literacy Using Authentic Case Scenarios.- Part III: Interventions. Defining Levels of Guidance in Science Education when addressing Social Media.- Potentials and Limits of Inoculation Theory for Climate Change Education Research.- Scientific media literacy interventions with a focus on social media - an overview of the literature and practical examples.- Potentials and Limits of Inoculation Theory for Climate Change Education Research.- Empowering the next generation to address climate change effectively – The student laboratory Labs4Future.- Part IV: Digital methods. Students or AI? Who is the better performer in analysing stance and sentiment of climate change Twitter data?.- Climate change education on social media: the role of digital methods to counteract information distortion.- Part V: Further Considerations and Outlook. Social Media and Climate Change in Education: A Discussion.- An Outlook for Science Education about Climate Change and Social Media for a Digital Society.

Über Autor(innen)

Andreas Nehring is professor for science education focusing on chemistry at the Leibniz University Hannover, Germany. His major research fields are scientific reasoning competencies, inclusive science education, and climate education. Research experiences include diverse projects, visiting scholarships and editorial board memberships (e.g. International Journal of Science Education).  

Alexander Georg Büssing completed his studies in Biology, German, and Education Sciences in 2014, and  earned a PhD at the University of Osnabrück, Germany, focusing on pre-service teachers' emotions about teaching environmental topics. He worked as a post-doc at Leibniz Universität Hannover, Germany, researching digital media in biology education. Currently, he is a full professor at TU Braunschweig, Germany, leading projects on VR (360°BNE) and social media (SoMeClICS).

Stefanie Lenzer is a postdoc at the IPN – Leibniz Institute for Science and Mathematics Education in Kiel, Germany. She studied Chemistry and Mathematics for secondary education and earned a PhD in Chemistry Education at Justus Liebig University Giessen, Germany in 2020. Until 2023, she was a postdoc at Leibniz University Hannover, Germany. Her research interests include the professionalization of pre- and in-service teachers in digitalized and diversity-sensitive science education.

Gunnar Friege is Professor for Physics Education at Leibniz Universität Hannover, Germany since 2008. More than 25 years of experience in science education research. Research interests include problem solving, inquiry learning, formative assessment, learning with media and physics in context.

Sophia Siegmann completed her teacher training studies at Leibniz Universität Hannover, Germany for mathematics and physics at secondary schools in 2021. She then began working as a PhD student at Leibniz Universität, Germany. Simultaneously, she joined the SoMeCliCS project, where she is co-supervising one of the subprojects as a PhD student.

Marco Fisichella has more than 15 years of experience in AI in industry and academia. Since 2021, he has been leading the research group on Federated Learning and NLP at the L3S Research Center of Leibniz Universität Hannover, Germany. Previously, he was Director of Data at the Otto Group and led AI projects to combat online fraud. He has led large projects such as DuraArk (EU) and SoBigData (EU).

Kerstin Kremer is a professor for biology education at Justus Liebig University Giessen, Germany. Her research focuses on the nature of science, contemporary practices, and societal challenges. She chairs the Biology Education Section of VBIO and serves on the boards of VBIO and GFD. Internationally, she co-speaks for ESERA SIG 4 and was a JSPS fellow at Okayama University, Japan.