Educational videos on erosion disseminated through social media for soil education

• Published in: Revista Brasileira de Ciência do Solo Vol. 48
• Main Authors: Cleyciana Freire de Aguiar Cosmo, Andrelisa Santos de Jesus, Mauricio Martines Sales, Marta Pereira da Luz, Márcia Maria dos Anjos Mascarenha
• Format: Journal Article
• Language: English
• Published: Sociedade Brasileira de Ciência do Solo 01.01.2024
• Subjects: educational technology; educational videos; social inclusion; social media; soil education
• ISSN: 1806-9657
• DOI: 10.36783/18069657rbcs20230166

ABSTRACT Soil education plays an important role in preventing soil degradation processes by raising awareness among the population about the importance of this non-renewable resource. Using new educational technologies in teaching, such as educational videos and social media, can speed up communication and information. This article aimed to develop educational videos on the topic of erosion, posted on social networks, as a way of popularizing science. Four videos of a maximum of 7 minutes were produced, which were shown in the classroom and on Instagram (@saberessobresolos). In-class promotion reached nine undergraduate and postgraduate classes, totaling an average of 255 students. Metrics used for evaluation were polls and video engagement on the social network. Instagram metrics results indicated, in a period of 49 days, 1615 profiles had accessed the video. There was a reduction in this engagement in other publications, probably due to the variation in time, day of the week, and frequency of posts. The results of the surveys were positive for all the characteristics evaluated, with little disparity among the videos. On a smaller scale, negative feedback was observed, such as: the narration, running time, the translation into Brazilian Sign Language (Libras), and video captions. Approximately 81 % of individuals reported experiencing soil erosion effects, and 59 % had encountered issues as a direct consequence. The evaluation also indicated the videos’ ability to enhance knowledge is above 90 %, largely due to the dynamic and inclusive nature of this pedagogical approach, fostering genuine comprehension of the content, satisfaction in learning, and the ability to engage in meaningful discussions on the subject. Disseminating educational videos through social media ensured the democratization and widespread access to soil education, as it expanded reach and facilitated the exchange of knowledge between universities and society. The project fulfills its mission of producing and popularizing knowledge on soils, expanding scientific dissemination, making it more accessible, and contributing to recognizing the importance of conserving this resource.