Content analysis of YouTube channels that promote scientific literacy

Flores E.A.R.; de los Ángeles Sánchez Trujillo M.; Pizzarello M.A.S. · Revista Eureka (2024) · DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2024.v21.i2.2302

Resumen

In recent years, the use of digital channels for educational purposes has been strengthening. In this research, we sought to analyze the audiovisual content of five Spanish-speaking YouTube channels that, in 2022, have promoted scientific literacy in children and young people. For this qualitative study with a descriptive scope, a non-probabilistic sampling of type cases was applied, using the multiple case study. Documentary analysis was used as a technique, and a content analysis guide as an instrument. For data processing, open and axial coding procedures were performed. Among the results, the implementation of various didactic strategies to capture and maintain the viewer's attention stands out, as well as audiovisual resources that allow maintaining attention on the transmitted content. In turn, the use of diverse explanatory resources and persuasion strategies stands out, which contributes to transmitting quality scientific content. In addition, almost all youtubers use clear and simple language, with the inclusion of ironic or humorous elements. An evidenced weakness is the way in which scientific literacy is carried out, aimed at transmitting content from the perspective assumed by the youtuber without offering spaces for reflection by the viewer or the development of methodological procedures associated with scientific work.

Instituciones: Pontificia Universidad Católica del Perú; Universidad San Ignacio de Loyola; Universidad de Ciencias y Artes de América Latina