In recent years, the integration of science popularization and aesthetic education has gained increasing attention. This paper addresses the shortcomings inherent in traditional science popularization, including its overemphasis on one-way knowledge transmission, lack of aesthetic experience, and limited formative role. Informed by the perspective of aesthetic education and grounded in specific case studies, the study summarizes five typical paths for creating popular science works:narrative and dialogue, visual narratives, performative translation, spatial experience, and nature-context orientation. Promoting the integration of aesthetic education and science popularization serves as an effective approach to enriching the forms of popular science works and facilitating the high-quality development of science popularization in the new era.

aesthetic education  /  popular science creation  /  aesthetic experience  /  typical paths