With the rapid development and widespread use of digital technology, digital transformation has profoundly influenced various sectors of society. The traditional society is evolving into a multifaceted "digital society". In this process, important changes have occurred in science popularization, calling for new development strategies. Based on understanding the process, outcomes, and future trends of digital transformation, this paper proposes three forms of digital society. Form 1 is the real society undergoing digital transformation. Form 2 is the digital space composed of the massive data generated from the digitization of the real society, digitally mapping the real society and its changes. Form 3 is the virtual world constructed by multiple digital technologies. Building upon this analysis, this paper further explores the changes in science popularization in different forms of digital society. In Form 1 digital society, science popularization turn out to be diversified and equalized. In Form 2 digital society, algorithm-driven intelligent communication becomes prominent. In Form 3 digital society, technology-mediated embodied communication gains significance. In light of these shifts, this paper proposes developing strategies for science popularization in the digital transformation. These include fostering multi-party engagement and dialogue, enhancing-data and algorithm-centered communication, using next-generation digital technologies to create novel communication experiences, and so forth.

With digitalization, digital literacy has become an intrinsic requirement for citizens' digital survival and one of the core essences of public scientific literacy. Based on the analysis of the typical characteristics of digital society and its new requirements for public scientific literacy, this paper proposes promoting public scientific literacy by improving digital literacy. It puts forward several suggestions in combination with the research and practice of digital literacy, as improving scientific ability based on digital skills, strengthening the value guidance with the cultivation of scientific spirit as the core, and expanding scientific cognition based on digital knowledge.

In recent years, the development and application of virtual digital humans have been heeded in science popularization research. This paper mainly examines two kinds of virtual digital humans used in science popularization：virtual scientists and virtual digital humans engaged in science popularization in the media. The study believes that with the support of digital technology, the number of virtual digital scientists can be unlimited, their appearance is more novel, and they have intelligent scientific content production capacity, which can reduce the time pressure and communication pressure faced by human scientists engaged in science popularization, and improving the common problems in science popularization, such as the stereotypes of scientists. These advantages provide new ideas for science popularization under the background of digital transformation. However, we must pay more attention to the role of virtual digital scientists in guiding scientific value and restoring scientists' trust, and through multiple regulations to control the potential risks of those type of scientists.

Social media platforms are important channels for digital youth to obtain science information and science popularization influencers are significant participants in science popularization on social media platforms. Based on the Elaboration Likelihood Model (ELM) and the Information Adoption Model (IAM), this paper uses an online questionnaire to obtain data. It utilizes a Partial Least Squares Structural Equation Model (PLS-SEM) to investigate the factors influencing digital youth's willingness to adopt the science popularization information released by science popularization influencers on social media platforms. The study found that the quality of science information posted by science popularization influencers did not significantly impact the perception of the usefulness of the information. In contrast, the credibility of the source, the affinity of the discourse, the consistency of the information and the rating of the data all significantly positively impact the digital youth's perception of the usefulness of the information. In addition, the perception of information usefulness can further positively influence the willingness to adopt science information. These findings further validate and extend the IAM in a theoretical sense, and in a practical way, they also provide some suggestions for different subjects：the science communication influencers can actively set some identity labels for themselves and adopt more friendly strategies for discoursing; social media platforms can display the reviews reflected by the audiences in a more dimensional way, making it easier for users to refer to the opinions of others.

Women's health is essential for women's social status. With the more diversified demands of female users in the new media era, women's demand for health discourse and gender awareness has become stronger. Based on spreading the scientific knowledge of women's health, Internet women's health science popularization attempts to help women construct a comprehensive and objective concept of body and health through the dissemination of scientific discourse. Starting from the theoretical perspective of body sociology, this paper explores the content production and discourse construction of women's health science popularization on today's social media platforms. Findings reveal that through the three-dimensional thematic narrative frameworks of the menstrual cycle, gynaecological diseases, and childbirth, the current women's health popularization has expanded the understanding and perception of women's physical health through the visible expression of women's bodies, the de-stigmatization of diseases, and the remodelling of body roles. It responds to the inherent value demand of health science popularization in the new media era from the level of knowledge—discourse perception.

Improving the global public's scientific literacy and awareness of the environment protection is the fundamental guarantee for promoting human civilization into a new stage of ecological civilization. Games, as a new form of science communication, are gradually becoming mainstream and becoming a global public service medium. Existing research on the gamification of environmental communication has focused on empirical analysis of the effects and influencing factors of player pro-environmental behavior driven by gamification strategies, and has rarely analyzed the mechanism of gamification popularization from the perspective of subject participation. By analyzing 76 eco-themed games that participated in the "Green Game Jam" launched by the United Nations Environment Programme (UNEP) "Playing for the Planet" Alliance from 2020 to 2022, we found that they have different characteristics in terms of the degree of player autonomy in participating in games and the way of interaction. There are 6 significant gamified environmental communication modes, which can achieve different communication goals of making players form a sense of green effectiveness, empathy embodiment, and knowledge concreteness. On this basis, a participatory collaborative gamified communication framework is constructed to provide theoretical support for the development of science communication and education games, fully play the value of gamified communication, and respond to global common challenges.

As a common means of selection and evaluation of works, the science popularization short video ranking table has a positive incentive and leading role for creators. "xiang wu zhi shu" science popularization short video ranking table reflects the new era of science popularization short video creation presents a "three" trend, multiple platforms jointly support the continuous supply of science popularization short video works, multiple fields to meet the growing needs of the public for various types of science popularization, a variety of ways to promote the quality of science popularization short video works; The phenomenon of three "no" in the creation of short science popularization videos is prominent, the demonstration and leading role of academicians and experts in science popularization is insufficient, the scientific spirit is not promoted enough, and there are not many phenomenon-level works with broad social influence. The high-quality development of science popularization short video in the new era needs to complete three shifts：First, the cognitive level, from extensive "more" to high-quality "fine"; The second is the creation level, from focusing on the popularization of "knowledge" to focusing on the "spirit" guidance; The third is the communication level, from a lower entry threshold to a standardized boutique diversification.

Under the background of the "double reduction" policy in the field of education, it is a major issue for the future to do a good job of science education, improve teenagers' scientific literacy, and promote the high-quality development of education, science and technology and human resources. Resently, as an important issue of concern to all sectors, family-school-society collaborative cultivation has become increasingly important in the development of science education. However, the relevant policies still need to be refined and workable, the related basic research and practice are still insufficient, and the related mechanism and policy need to be strengthened and broken through. Based on this, at the macro level, it is proposed to enhance the top-level planning and improve the overall development; at the meso level, it is suggested to enhance the construction of mechanism and improve the quality of synergy; at the micro level, it is proposed to implement collaborative cultivation, release the synergistic power, and promote the integrated deployment, recombination, and optimal allocation of family, school, and social resources, to carry out science education in a synergistic manner and improve teenagers' scientific literacy.

In response to the challenges in meeting the diversified needs of primary and secondary school students for research and practice courses, the imbalance between the supply and demand side of the courses, as well as the inadequate performance of public extramural education units, it is urgent to integrate the resources of multiple entities to break the current dilemma of study and research practice courses. Being a new type of educational governance structure, the Museum-School-Society collaboration has important insights and references to break the current dilemma of the study and research practice curriculum. Based on the unique function of "youth science and technology museums", the thesis adopts a descriptive single-case study approach to describe and reveal the specific actions of youth science and technology museums in promoting the study and research practice curriculum in collaboration with schools and society. The results indicate that the theoretical model guiding mechanism pointing to the cultivation of students' core literacy, the supply and demand balancing mechanism under the participation of multiple subjects, and the implementation process optimization mechanism promoting the refinement of the whole process are the basic prerequisites to guarantee the involvement of multiple subjects. Guided by the mechanism, organizational synergy, program synergy, operation synergy, and evaluation synergy are the specific paths to break out of the dilemma of research and practice courses. It is recommended that teachers in different areas further update their concepts and get rid of the misconception of independent development; educational administrations should transform and function as a coordinator, and public extramural units should take the initiative and vigorously integrate external forces. Thus, a synergy of education with the participation of multiple subjects will be achieved.

This research constructed a curriculum-design model based on big idea theory, which focused on students' understanding of core concepts and application of science knowledge, thus providing a possible framework for the collaboration of museums and schools. Specifically, museums and schools shared the common goal of prompting students to understand science big ideas, while having respective context features. Accordingly, a botanical garden science course for primary school students was designed under this model. As a result, participants showed more abstract and transferable conceptual understanding after the course learning. In the future, Chinese science museums could focus more on students' perception of science phenomena and course integrity based on big idea theory in order to complement school science education.

By studying the image of Li Shizhen and its transformations in biographies, biographical films and TV dramas of different periods, some experiences are provided for the creation of biographies, movies, and TV dramas that are more acceptable to the audience and the same time academically sound images of scientists. The image of Li Shizhen in biographies has undergone a transformation from a Confucian doctor with legendary colours to a great scientist and then to a famous ancient Chinese medical practitioner with outstanding excellence, extraordinary qualities, and great achievements. The image of Li Shizhen in film and television dramas has been transformed from a great scientist who is authoritative and represents scientific truth and orthodoxy to an ordinary man of flesh and blood, full of emotion and vividness. For the construction of the image of scientists, it is not only necessary to be concerned about their occupation, work, and achievements but also to consider the latest academic research and the description of their personal life, character qualities, and moral and spiritual aspects.