Department of Biology Education, Centre of Maths and Science Education (Z-MNU), University of Bayreuth, Bayreuth, Germany.
PLoS One. 2021 Sep 23;16(9):e0257734. doi: 10.1371/journal.pone.0257734. eCollection 2021.
Microplastics are a global challenge and a frequently studied environmental issue. Hence, the knowledge body about microplastics within the scientific community is growing fast and challenges an elaborated knowledge transfer from science to the general public. Just as well-informed people are the basis for reducing microplastics' impact on the environment, knowledge of the audience's conceptions is the basis for an accurate and successful dissemination of scientific findings. However, insights into the publics' perceptions of microplastics are still rare. The present study aimed to capture students' conceptions about microplastics based on their individual experiences following qualitative inductive, exploratory research. Therefore, 267 students of a state university in Germany responded to a paper-and-pencil questionnaire containing open and closed questions on microplastic-related conceptual understanding, risk perception, information behavior, sources, and sinks. The inductive classifying of all responses by a qualitative content analysis revealed six basic concepts: 1) Microplastics are mainly understood as small plastic particles. 2) Microplastics are closely associated with its negative consequences. 3) The most labeled source in households is plastic packaging. 4) Compared to other water bodies, microplastics are rarely suspected in groundwater. 5) A high threat awareness exists in classifying microplastics as very dangerous and dangerous. 6) Media such as TV or the Internet are the most crucial information sources while the school has less importance in acquiring information. It is precisely this pattern that indicates the need for profound science communication to establish a joint and scientifically sound knowledge base in society. Knowledge about conceptions of potential "customers" allows tailor-made scientific knowledge transfers to shape public awareness, initiate changes in thoughts and prepare the field for collaborative behavior.
微塑料是一个全球性的挑战，也是一个经常被研究的环境问题。因此，科学界对微塑料的知识体系正在迅速增长，这对科学知识向公众的详细传播提出了挑战。正如有知识的人是减少微塑料对环境影响的基础一样，了解受众的观念是准确和成功传播科学发现的基础。然而，公众对微塑料的看法的见解仍然很少。本研究旨在基于学生个人经验，通过定性归纳、探索性研究，捕捉学生对微塑料的概念理解。为此，德国一所州立大学的 267 名学生对一份纸质问卷做出了回应，该问卷包含了与微塑料相关的概念理解、风险感知、信息行为、来源和汇等方面的开放性和封闭性问题。通过定性内容分析对所有回答进行的归纳分类，揭示了六个基本概念：1）微塑料主要被理解为小塑料颗粒。2）微塑料与其负面后果密切相关。3）家庭中最具代表性的来源是塑料包装。4）与其他水体相比，地下水很少怀疑有微塑料。5）将微塑料归类为非常危险和危险的意识存在高度威胁。6）电视或互联网等媒体是最重要的信息来源，而学校在获取信息方面的重要性较低。正是这种模式表明，需要进行深入的科学传播，以在社会中建立共同的、有科学依据的知识库。了解潜在“客户”的观念可以进行定制化的科学知识转移，从而塑造公众意识、引发观念转变，并为合作行为做好准备。
