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This study explores U.S. adults’ media consumption—in terms of the average bias and reliability of the media outlets participants report referencing—and the extent to which those participants hold inaccurate beliefs about COVID-19 and vaccination. Notably, we used a novel means of capturing the (left-right) bias and reliability of audiences’ media consumption, leveraging the Ad Fontes Media ratings of 129 news sources along each dimension. From our national survey of 3,276 U.S. adults, we found that the average bias and reliability of participants’ media consumption are significant predictors of their perceptions of false claims about COVID-19 and vaccination. 

The COVID-19 pandemic of the last 2 years (and counting) disrupted commerce, travel, workplaces, habits, and—of course—health, the world over. This study aimed to capture snapshots of the perceptions and misperceptions of COVID-19 among 27 participants from three US municipalities. These perspectives are analyzed through thematic analyses and concept maps. Such snapshots, particularly as viewed through the lens of narrative sense-making theory, capture a sample of cognitions at this unique moment in history: a little over 1 year into the COVID-19 pandemic. Findings suggest that the (mis)perceptions captured are predominantly conveyed via narratives of participants’ personal experiences, and that the themes of attitudes toward precautionary measures, uncertainty, and the muddied science communication environment are prevalent. These themes suggest several salient targets for future research and current science communication, such as a focus on basic explainers, vaccinations’ safety and effectiveness and the necessity of uncertainty in the practice of science. 

This study explores the potential benefits of different formats of behind-the-scenes content for educational science media using the Differential Susceptibility to Media Effects Model. We also consider potential gender differences in response to the behind-the-scenes content and the influence of using an on-camera host versus a solely voiced-over production. The results suggest that professionally produced behind-the-scenes content may help broaden participation with science media; that is, we found that these types of behind-the-scenes content increase engagement with science video among women who score lower in science curiosity. 

Educational science programming on digital video platforms such as YouTube wrestle with sometimes significant gender disparities in viewership. When men engage with science and technology content on digital platforms more than women, gender gaps in the understanding of, engagement with, and interest in STEM may intensify. Therefore, there is a critical need for research aiming to aid in our understanding of these gender differences. This study provides evidence that the gender gaps may exist not in the use of YouTube itself, but in the engagement with science and technology content on the platform. Furthermore, there are gender differences in the reasons for engaging with such content, with women, perhaps, more motivated by instrumental purposes than to satisfy their science curiosity. 

Significant gaps remain between public opinion and the scientific consensus on many issues. We present the results of three studies ( N = 722 in total) for the development and testing of a novel instrument to measure a largely unmeasured aspect of scientific literacy: the enterprise of science, particularly in the context of its social structures. We posit that this understanding of the scientific enterprise is an important source for the public’s trust in science. Our results indicate that the Social Enterprise of Science Index (SESI) is a reliable and valid instrument that correlates positively with trust in science ( r = .256, p < .001), and level of education ( r = .245, p < .001). We also develop and validate a six question short version of the SESI for ease of use in longer surveys. 

Sparked by a collaboration between academic researchers and science media professionals, this study sought to test three commonly used headline formats that vary based on whether (and, if so, how) important information is left out of a headline to encourage participants to read the corresponding article; these formats are traditionally-formatted headlines, forward-referencing headlines, and question-based headlines. Although headline format did not influence story selection or engagement, it did influence participants evaluations of both the headline’s and the story’s credibility (question-based headlines were viewed as the least credible). Moreover, individuals’ science curiosity and political views predicted their engagement with environmental stories as well as their views about the credibility of the headline and story. Thus, headline formats appear to play a significant role in audience’s perceptions of online news stories, and science news professionals ought to consider the effects different formats have on readers. 

How can education optimize transmission of knowledge while also fostering further learning? Focusing on children at the cusp of formal schooling (N= 180, age = 4.0–6.0 y), we investigate learning after direct instruction by a knowledgeable teacher, after questioning by a knowledgeable teacher, and after questioning by a naïve informant. Consistent with previous findings, instruction by a knowledgeable teacher allows effective information transmission but at the cost of exploration and further learning. Critically, we find a dual benefit for questioning by a knowledgeable teacher: Suchpedagogical questioningboth effectively transmits knowledge and fosters exploration and further learning, regardless of whether the question was directed to the child or directed to a third party and overheard by the child. These effects are not observed when the same question is asked by a naïve informant. We conclude that a teacher's choice of pedagogical method may differentially influence learning through their choices of how, and how not, to present evidence, with implications for transmission of knowledge and self‐directed discovery.

A video abstract of this article can be viewed at:https://www.youtube.com/watch?v=FJXH2b65wL8