Jovens, ciência e media: perceções sobre a Astronomia e Ciências do Espaço em contextos formais e informais

Sara Anjos; Anabela Carvalho

doi:10.17231/comsoc.37(2020).2428

Authors

Sara Anjos Communication and Society Research Centre, Institute of Social Sciences, University of Minho, Portugal / Leiden University, Netherlands https://orcid.org/0000-0002-8544-7471
Anabela Carvalho Communication and Society Research Centre, Institute of Social Sciences, University of Minho, Portugal https://orcid.org/0000-0002-7727-4187

DOI:

https://doi.org/10.17231/comsoc.37(2020).2428

Keywords:

young people, science, media, scientific literacy, identity

Abstract

The importance of the media, both in the acquisition of knowledge, and in the formation of opinions and representations of science subjects, has been widely acknowledged in research. However, there is still an insufficient number of studies which focus on how young audiences specifically access, understand and create science-related content via different platforms, thereby mobilising different literacies. The present empirical study seeks to explore some bridges in this regard. By looking at a young public interested in science, namely Astronomy and Space Sciences, we intend to ascertain what they value and how they appropriate scientific information in their social relations in order to build critical scientific literacy for decision-making and the formation of opinions about science. The main results of this study confirm that informal learning plays an important role not only in the development of identification with science by young people, but also in the search for related academic and professional pathways. Although it confirms that younger people do not seek science news, the current study suggests that they do engage in seeking science-specific information according to their interests. The absence of a reflection on how science discourses and news are produced and filtered by the media and other science communication agents underlines the relevance of promoting critical science literacy, which seems to imply a link to other literacies, media literacy included.

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