The communica ion o ma Science &
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Cinema: e lec ing on ep esen a ions
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o science in mo ies o join meaning-
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making
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Hild un Wal e *, F i z M. T eibe , Hilma B ohme , Thomas B ude mann, Ul ich
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Foelsche, Heide Be anek-Knaue , Lucas Ede , Ch is ina Maie , Helmu Jungwi h
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ABSTRACT: We p esen ‘Science & Cinema, a science communica ion o ma
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combining a cinema ic a mosphe e wi h scien i ic expe ise. By examining clips om
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a ious mo ies, he o ma encou ages he audience o c i ically e lec on
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ep esen a ions o scien i ic opics in ou popula cul u e. The e alua ion o p e- and
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pos -e en ques ionnai es, along wi h a ocus g oup session, e ealed ha he o ma
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appeals o di e en a ge g oups, en e ains, c ea es in e es , and os e s
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unde s anding and e lec ion. By making images explici , he o ma shows po en ial o
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con ibu e o he unde s anding and meaning-making o scien i ic opics ha a e
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s ongly p esen in social discou ses.
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Keywo ds: Science and Cinema; ilm; audience; ic ion; e lec ion; public
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unde s anding o science
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In oduc ion
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In his p ac ice-insigh , we p esen ‘Science & Cinema (S&C)’ o he i s ime – an
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inno a i e science communica ion o ma ha uses he powe ul isual language o
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mo ies o anspo he audience in o popula concep ions o science and scien i ic
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opics. The sc eening o ilm clips se s he s age o a scien is who analyzes he
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anspo ed images and examines he con o mi ies and di e gences wi h es ablished
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scien i ic ac s and esea ch. This o ma aims (1) o a ac people’s a en ion owa ds
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science, (2) o p o ide deepe insigh s in o he espec i e scien i ic ield, and (3) o
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engage he audience in a c i ical e lec ion on he ep esen a ion o science and
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scien i ic opics in mo ies. He e, we p esen he episode ‘Science & Cinema: Clima e,
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Collapse, Ca as ophes’ as an example o he implemen a ion o he o ma o he
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opic o clima e change. We epo on he esul s o he concep e alua ion and
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conclude wi h p ac ical ecommenda ions o designing u u e science communica ion
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e en s.
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THIS MANUSCRIPT IS CURRENTLY UNDER REVIEW!
* all au ho s a e a ilia ed wi h he Uni e si y o G az;
co espondence: [email p o ec ed]
The ‘science communica ion as cul u e’ amewo k
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Recen ly, b oade concep ions o science communica ion ha e been p oposed: Bucchi
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and T ench (2021, p. 6) de ine science communica ion as “ he social con e sa ion
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a ound science,” also ecognizing images and ideas ela ed o science in popula
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cul u e. Ins ead o limi ing science communica ion by s ic s a egic and p esc ip i e
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no ions, hey acknowledge he di e si y o o ma s and p ac ices and sugges hinking
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o science communica ion as “encou aging he public o hink abou , espond o and
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discuss science and i s ole in socie y” (Bucchi & T ench 2021, p. 5).
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In a simila ein, Da ies and colleagues (Da ies e al., 2019; Ho s & Da ies, 2021)
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a gue o concep ualizing science communica ion as cul u al in na u e. They conside
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science communica ion as pa o he public communica ion abou science and
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he e o e p opose ha ocusing on he meaning c ea ed by public s o ies can help
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guide science communica ion p ac ice and esea ch. This cul u al app oach seems o
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be pa icula ly help ul when i comes o equen ly deba ed opics in socie y, such as
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clima e change.
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I has been a gued ha clima e change is an especially challenging opic o
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communica ion: i is abs ac in na u e, which acili a es psychological dis ance o he
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opic (Spence e . al, 2012); poli ical pola iza ion and emo ional deba es aise
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skep icism (Hahnel e al., 2020); misin o ma ion s eng hens exis ing misconcep ions
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(T een e al., 2020), and lay people’s knowledge abou he opic is o en limi ed and
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cha ac e ized by mul iple misunde s andings (Fische e al., 2019; Thalle &
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B ude mann, 2020). In ligh o hese challenges, he e is a clea need o engaging
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communica ion o ma s ha ecognize he ole o con e sa ions a ound science in
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meaning-making.
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The ep esen a ions o scien i ic opics in popula cul u e in luence ou indi idual
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pe cep ions and sha ed concep ions abou science (Bucchi & T ench, 2021; Da ies e
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al., 2019). S udies ha e shown ha clima e- ic ion ilms d aw a en ion o clima e
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change, shaping ou unde s anding and emo ional esponses h ough dys opian
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isions (e.g., Ha & Leise owi z, 2009; Lowe e al., 2006; Sakella i, 2015). When
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de eloping a science communica ion s a egy, i may be use ul o ac i ely accoun o
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hese science- ela ed cul u al de ini ions, depic ions, and s o ies p esen in ou socie y
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(Ho s & Da ies, 2021; Sakella i, 2015).
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Science & Cinema (S&C)
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We designed he S&C o ma o a ac people’s a en ion o science using he
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engaging powe o mo ies. In he landscape o science-audio isual engagemen ,
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o ma s di e in e ms o ilm gen es and in ol emen o expe s and audiences. Sci- i
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nigh s a e sc eenings o ic ional mains eam ilms ocusing on en e ainmen , whe eas
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cinema deba es ake up documen a y ilms and include e lec i e discussions wi h
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expe s and he audience. Science ilm es i als and sci-a exhibi ions mos ly show
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independen sho ilms co e ing documen a ies o a is ic ic ion. Film es i als mos ly
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a e s uc u ed e en s wi h a ying deg ees o expe and audience in ol emen , while
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exhibi ions a e usually disco e ed indi idually.
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S&C akes i s own place wi hin his landscape showing clips om mul iple mo ies. S&C
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episodes las a ound 90 minu es and a e o ganized in o i e na a i e blocks. Each
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block consis s o a sc eening o hema ically cu a ed and compiled ilm clips ollowed
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by a mode a ed discussion. In ou episodes, we in i e a scien is om ou uni e si y,
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bu o he expe s in he espec i e ield (scien is s, science communica o s, science
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jou nalis s) could ake on he ole o discussion pa icipan . The al e na ion o
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sc eenings o 5-10 minu es wi h discussion no only p o ides clea s uc u e, i aims a
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s imula ing he audience’s a en ion. Clip selec ion allows a ocused, ye emo ional,
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explo a ion o he cinema ic ep esen a ion o he scien i ic opic and i s e olu ion in
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mo ies o e ime. Whe eas ull-leng h ilms may be s onge in men ally abso bing
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people in o he s o y (na a i e anspo a ion) and in iden i ica ion wi h cha ac e s, hey
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may dis ac he audience om he opic a hand (G i in, 2017). Documen a ies be e
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ep esen he na u e o science; independen ilms a e cha ac e ized by ealism and
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challenging classical cinema ic opes (Felguei as & Ruão, 2025). S&C, howe e , uses
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mo ies o in eg a e p ecisely hese cul u al images ha hey con ey. The mode a o -
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scien is dialogue adds he scien i ic iew on he opics and e lec s how he images
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may suppo o dis o ou pe cep ion o science. The pa icipa ing expe analyzes he
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clips o hei deg ee o ealism, co ec s ac ual mis ep esen a ions, cla i ies po en ial
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misunde s andings, and con ex ualizes he in o ma ion based on cu en scien i ic
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knowledge. In he end, he audience is in i ed o join he discussion. The S&C o ma
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is sui able o a ious disciplines, as long as he opic has been add essed in mo ies
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o e ime. We ha e c ea ed a ious episodes co e ing opics o na u al sciences and
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humani ies, e.g., o mic obiology (‘Zombies, mons e s and mu an s in science and
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ilm’) o medie al esea ch (‘Mongols, monks, mins elsy: Wha medie al ilms like
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Robin Hood and B a ehea e eal’).
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The episode ‘Clima e, Collapse, Ca as ophes’
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We implemen ed he S&C concep o he opic o clima e change in he episode
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‘Clima e, Collapse, Ca as ophes’ (Figu e 1). P ominen clima e scena ios and hei
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impac s build he i e na a i e blocks ice (in o an ice age), wa e (mel ing poles, sea
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le el ise and loods), wind and ex eme wea he e en s, d ough s, and mig a ion;
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co e ing i e o se en main hemes aken up in cli- i ilms (S oboda, 2016; excluding
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p eclima(c) ic s ess diso de and an agonis s which do no ocus on impac s). Fo
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de ailed clip desc ip ion and ilmog aphy see Supplemen a y File S1. The dense
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p esen a ion in hema ic blocks makes he na a i es and anspo ed images explici .
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Du ing a mode a ed discussion, he scien is examines hese images and esumes he
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scien i ic pe spec i e
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• Block 1 (ice): Clips show an ice age caused by he hal o he No h A lan ic
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cu en due o global wa ming. The ice-p esiden admi s mis akes made in he
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CO2 educ ion policy (The Day A e Tomo ow; Emme ich, 2004). This is
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ollowed by scenes om Snowpie ce (Joon-Ho, 2013), showing an ice-co e ed
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ci y in he USA a e a ailed scien i ic Ea h-cooling expe imen .
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A e his sc eening, he mode a o asks he scien is abou he physical
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connec ion o global wa ming and ice ages in geological his o y, and he
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p obabili y o hem eoccu ing in he (nea ) u u e.
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• Block 2 (wa e ): The squi el Sc a (Ice Age; Saldanha, 2006) causes a dam
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b each o a mel wa e lake. Film sequences om AI, The Day A e Tomo ow,
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Wa e wo ld (Reynolds & Cos ne , 1995), and Ha d Rain (Salomon, 1998)
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al e na e, d ama ically showing he des uc i e powe o wa e . A.I. (Spielbe g,
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2001) depic s coas al ci ies wo ldwide si ua ed me e s unde wa e due o
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mel ed pola ice caps.
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The scien is ou lines he connec ion be ween CO2 emissions and he mel ing
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o he pola ice, he possible ex en o sea le el ise, and i s consequences.
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• Block 3 (wind/ex eme wea he ): A o nado sucks a man ou o his bunke
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(Twis e ; De Bon , 1996), ollowed by images o a ious ex eme wea he e en s
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(deadly hea wa es, d ough s, hu icanes and o nadoes, sunamis) om The
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Day A e Tomo ow, Geos o m (De lin, 2017), and Mad Max - Fu y Road
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(Mille , 2015).
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The scien is explains he F- o nado scale and whe he o nadoes can also
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occu locally. I is discussed how ecen ly expe ienced se e e s o ms and hea y
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ain alls ela e o clima e change.
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• Block 4 (d ough s) s a s wi h a na a i e oiceo e om Mad Max 2 (Mille ,
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1981), whe e he ailu e o poli ics led o a pos -apocalyp ic wo ld, ea u ing
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wa e sca ci y and dese s. Scenes om Soylen G een (Fleische , 1973) show
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a wo ld di ided in o ich and poo , whe e co pses a e p ocessed in o ood o
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o e come sho ages.
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The mode a o -scien is discussion ouches upon dese i ica ion and i s
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consequences, ood was e as sou ce o CO2 emissions, and o he li es yle
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issues like excessi e wa e consump ion.
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• Block 5 (mig a ion): In Sudan, a g oup o e ugees s a hei jou ney o Eu ope
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due o sho ages in uels and c op ailu es. A young man shoo s a pis ol in o he
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ai ou o joy a e a i ing on he Spanish coas and is hen sho by soldie s (all
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clips om The Ma ch; Whea ley, 1990).
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Conside ing ha The Ma ch p esen ed se e al social challenges ela ed o
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clima e change as ea ly as 1990, he scien is men ions ha he e was al eady
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a lo o scien i ic knowledge abou clima e change and possible s a egies o
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ac ion a ailable a ha ime. He discusses he slow implemen a ion o clima e
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policy in ela ion o scien i ic p og ess. To a oid lea ing he audience wi h
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eelings o helplessness, he scien is in eg a es messages in line wi h he
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concep o “cons uc i e hope”, like hinking abou ways o each a desi ed goal
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(pa hway hinking; “Le 's ake eigh anspo as an example: anspo cos s
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can be adjus ed so ha he absu d back-and- o h anspo o goods ac oss
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Eu ope is no longe economically iable.”) o o s i e o ac i ely each hese
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goals (agency seeking; “We ha e shown as humani y ha we can sol e
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p oblems i we eally ecognize hem, like he p oblem wi h he hole in he ozone
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laye .”) (Ojala, 2023).
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Figu e 1: Concep o he science communica ion e en ‘Science & Cinema: Clima e, Collapse,
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Ca as ophes’ wi h imp essions o he images used in mo ies.
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Objec i es
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We e alua e he S&C o ma wi h ega ds o i e ques ions: (1) which kind o audience
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pa icipa es; (2) which impac does he enue ha e on he composi ion o he audience;
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(3) wha does he audience expec ; (4) how do hey pe cei e he e en in e ms o
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en e ainmen , spa king in e es , and scien i ic in o ma ion; and (5) wha a e he
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mo i a ions and goals o he scien is engaged in he S&C? The in ended ou come o
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he e en is o inspi e c i ical e lec ion on scien i ic opics and hei ep esen a ions in
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mo ies. As an indica o o ini ia ed e lec ion, we examined how he e en in luenced
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he audiences’ a i udes owa d clima e change ega ding conce n, isk pe cep ion, and
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mo i a ion.
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Me hods
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The S&C e en was held wice: once in a uni e si y lec u e hall ha was open o he
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public and once in a cinema as pa o a local ilm es i al (see Figu e 2).
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We e alua ed he S&C o ma as ollows (1) a quan i a i e e alua ion wi h p e-/pos -
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e en online ques ionnai es wi h he audiences, (2) a quali a i e e alua ion h ough a
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ocus g oup a e he e en , and (3) a sho , w i en in e iew wi h he pa icipa ing
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scien is .
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Figu e 2: Imp essions o he wo S&C: Clima e, Collapse, Ca as ophes e en s aking place in a
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uni e si y lec u e hall (1s ow) and in a cinema as pa o he ‘Science mee s Fic ion Fes i al’ (2nd ow).
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P e-/pos -e en s udy
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Fo da a collec ion, pa icipan s comple ed he ques ionnai es online (Supplemen a y
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File S2). We ga he ed 62 comple e ques ionnai es a he uni e si y and 33 a he
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cinema. The p e-e en ques ionnai e cap u ed pa icipa ion mo i es, expec a ions,
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cu en knowledge, and demog aphics. The pos -e en ques ionnai e ga he ed
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eedback on he e en , including whe he expec a ions we e me in e ms o
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en e ainmen , in e es , and scien i ic in o ma ion. In o de o assess he o ma ’s
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po en ial o ini ia e e lec ion, pa icipan s we e asked o which deg ee hey had
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changed hei iew on clima e change in e ms o unde s anding, knowledge, isk
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pe cep ion, conce n, and in en ion o ac . The ques ionnai es a e pa ially based on
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an de Linden’s clima e pe cep ion ins umen (2015) and we e adap ed o ou s udy’s
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que ies. The desc ip i e and quan i a i e da a analysis was ca ied ou in R.
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Focus g oup session
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To gain deepe insigh s and desc ip i e in o ma ion abou how he e en was
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pe cei ed, pa icipan s we e in i ed o ake pa in a ocus g oup, which was only
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ealized a e he uni e si y e en due o o ganiza ional cons ain s. I was held h ee
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days a e he e en (see Supplemen a y File S3 o he in e iew guide). Fi e people
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pa icipa ed, all be ween he ages o 24 and 34: ou om a mas e ’s p og am, one
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uni e si y g adua e. S a emen s and conclusions a e he e o e based on a small and
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homogenous sample. The in e iew las ed 100 minu es. Fo quali a i e con en
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analysis, he in e iew was ansc ibed and coded in MAXQDA2022 ( o he ansc ip
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and de ailed esul s, see Supplemen a y Files S4 and S5).
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Resul s
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The S&C audience
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We obse ed di e ences be ween he wo audiences. Pa icipan s we e younge a
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uni e si y: 65% (n=40) we e be ween 18 and 27 yea s old, whe eas a he cinema,
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60% (n=20) we e be ween 28 and 45 (all da a ables a e a ailable in Supplemen a y
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File S6). Pa icipan s we e balanced acco ding o gende (uni e si y: 53%; cinema:
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52% women).
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Rega ding educa ion le el, a he uni e si y, 39% indica ed A-le els, 32% bachelo ’s
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deg ees and 23% mas e ’s deg ees, 3% indica ed a PhD, one compulso y school
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(<1%). A he cinema, we obse ed highe alues in he ma ginal ca ego ies wi h 12%
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indica ing compulso y school, and 15% holding a PhD. Also he e, mos pa icipan s
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held A-le els (21%), bachelo ’s (18%) o mas e ’s deg ee (33%). We see clea
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di e ences o he audiences’ a ilia ion wi h uni e si y (see Figu e 3): whe eas he
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majo i y o he pa icipan s a uni e si y (77%) indica ed close a ilia ion ia hei s udy
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o wo k, 73% o he people isi ing he cinema e en had no a ilia ion wi h uni e si y.
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Figu e 3: Audiences' a ilia ion wi h he uni e si y di e en ia ed o he wo enues.
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In bo h g oups, pa icipan s o en hink abou clima e change (uni e si y: 85%, cinema:
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75%) and exp ess high conce n ( a ing 5 on a 7-poin -Like scale; uni e si y: 92%,
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cinema: 87%). In he p e es , he majo i y indica ed high mo i a ion o pe sonally
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engage agains clima e change ( a ing 5; uni e si y: 85%, cinema: 63%). Howe e ,
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o he cinema se ing, almos one hi d exp essed a he low mo i a ion (30% a ed 2
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o 3).
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Pe cep ion o he S&C e en
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Pa icipan s mainly ound ou abou he e en ia pe sonal con ac s (uni e si y: 66%,
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cinema: 55%) and o he cinema ia pos e ad e ising (27%). Social media,
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newsle e s, and websi es played mino oles (< 10%).
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Pa icipan s expec ed p ima ily in o ma ion (uni e si y: 89%, cinema: 88%) and
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en e ainmen (uni e si y: 74%, cinema: 58%). Insigh s in o esea ch esul s
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(uni e si y: 48%, cinema: 52%) and sugges ions o clima e ac ion (uni e si y: 35%,
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cinema: 39%) we e expec ed a lowe a es.
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En e ainmen and in e es
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Mos people in he audience gene ally liked he e en (mean alue o he uni e si y
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Muni = 6.18  0.95; mean alue o he cinema Mcin = 5.70  1.33; scale om 1 (‘no a
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all’) o 7 (‘enjoyed i a lo ’)). They we e en e ained ( a ing 5; uni e si y: 83%, cinema:
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63%) and showed high in e es ( a ing 5: uni e si y: 92%, cinema: 81%) (Table 1).
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The ocus g oup session ein o ced indings ha he S&C o ma is able o link
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en e ainmen and scien i ic in o ma ion (see also Table 2 and S4, pos. 265). The e en
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e oked a ious al e na ing emo ions, spa ked in e es , and linked posi i e eelings wi h
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he acquisi ion o knowledge (pos. 276-278, 369, 488-492).
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Recommenda ions
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Based on he e alua ion, we make he ollowing ecommenda ions:
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• Main ain a balance be ween en e aining s o ies and scien i ic insigh s, and
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co ec mis ep esen a ions. Gi en ha S&C audiences expec ed scien i ic
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insigh s and en e ainmen a he han de ailed esea ch esul s, we ecommend
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ocusing on gene al unde s anding o scien i ic concep s.
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• Inco po a e e e ences o local en i onmen s o enhance he connec ion o
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scien i ic opics o he sel and communi y, which showed high esonance in ou
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ocus g oup discussion (e.g., o es dieback, Table 2).
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• U ilize ilm na a i es o es ablish a connec ion wi h he audience and e oke an
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emo ional esponse. When u ilizing emo ion-based messaging, make p uden
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use o clips elici ing nega i e emo ions like ea and combine hem wi h
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messages o hope and solu ions o p omo e emo ional low and mi iga e
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maladap i e e ec s (Dennison, 2024; Nabi e al., 2018).
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Based on he lessons lea ned om implemen a ion, we make he ollowing p ac ical
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ecommenda ions:
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• Selec e en enues and amewo ks acco ding o he a ge audience. Ou
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esul s unde line he impo ance o o -campus e en s o acili a e access o
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people om di e se backg ounds.
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• Reach ou o acili a o s wi hin he communi y o you a ge audience o
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ad e ise he e en o o pa icipa e as a discussan . Ou esul s showed ha
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mos people engage due o pe sonal con ac s.
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• Make su e o apply o ilm sc eening licenses while p epa ing you e en .
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Conclusions
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Ou pe cep ion o science and scien i ic opics is no only shaped by adi ional science
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communica ion i sel , bu also by he cul u al con e sa ion a ound science as a whole,
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including images and ep esen a ions con eyed in he media and ou popula cul u e.
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Taking hese in o accoun may guide new app oaches in science communica ion
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p ac ice, since we can make hem explici , examine hem, and encou age c i ical
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e lec ion. This seems especially ele an in imes o in o ma ion o e load and
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inc easing p esence o alse o misleading s a emen s. The indings om ou
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e alua ion sugges ha he S&C o ma p esen ed he e is able o make he audience
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ques ion hese images and o cla i y he scien i ic pe spec i e on he opic a hand.
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Fu he , i is able o a ac in e es o bo h people wi h highe and lowe o mal a ini y
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le els o science. We a gue ha especially o scien i ic opics ha a e s ongly p esen
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in socie al discou ses, S&C can con ibu e o ou unde s anding, e lec ion, and
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de elopmen o cul u al concep ions o science.
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Re e ences
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Busselle, R., & Bilandzic, H. (2008). Fic ionali y and pe cei ed ealism in
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expe iencing s o ies: A model o na a i e comp ehension and
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engagemen . Communica ion Theo y, 18(2), 255–280.
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Open Science and E hics S a emen
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This s udy was app o ed by he local Uni e si y o [anonymized] E hics Commi ee
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(No. 2022/23/56). In o med consen o pa icipa e was ob ained om all pa icipan s.
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Da a and ma e ials a e a ailable a he Open Science F amewo k eposi o y
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(h ps://os .io/ahy /? iew_only=aab00304 900477cae9c3ce0b667ab3d).
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Acknowledgemen s
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We would like o since ely hank all pa icipan s in his s udy and [anonymized] o his
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suppo in e en o ganiza ion. We also hank [anonymized] and he o ganiza ional
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eam o he [anonymized] Fes i al o hos ing he e en a he cinema.
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