Social Media Interaction as Informal Science Learning: A Comparison of Message Design in Two Niches

Autor/inn/en	Lundgren, Lisa; Crippen, Kent J.; Bex, Richard T., II
Titel	Social Media Interaction as Informal Science Learning: A Comparison of Message Design in Two Niches
Quelle	In: Research in Science Education, 52 (2022) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lundgren, Lisa) ORCID (Crippen, Kent J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09911-y
Schlagwörter	Social Media; Interaction; Informal Education; Science Education; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Soziale Medien; Interaktion; Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Computerkonferenz
Abstract	Social media provides science learners opportunities to interact with content-specific messages. However, most science-specific social media content is designed to disseminate information instead of encouraging dialog. In this novel, ex post facto exploratory study of a science social media community, we sought to understand the relationships among community member interaction, design elements of messages, and post type on two digital niches (i.e., Facebook and Twitter). Framed by the theory of symbolic interactionism, we conducted a content analysis of 1370 messages that were systematically created by an informal science learning project and found that usage frequency of messaging elements varied by niche; interaction within each niche differed, varying by messaging element; and differential interaction was found to be associated with post types within Facebook only. This study suggests a pathway for developing and examining social media as an educational component of informal science learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01