I spend a lot of time on TikTok. In between all the Taylor Swift edits and unhinged cat videos, I see lots of science content (the algorithm knows me well). Many young people use TikTok for research, often more than big search engines like Google. So being able to spot incorrect information on TikTok is a very useful skill. SpaceTok is the name for the section of the app that talks about space and the universe. A lot of that is beautiful images, educational videos, or meeting experts. But a lot of SpaceTok seems to be conspiracy theories, or warnings of danger.
People have long been concerned about what creatures might lurk in the ocean. The kraken was imagined as a giant squid or octopus that would destroy ships.
One of the more popular theories suggests that NASA made a terrifying discovery. The theory implies that NASA found some kind of monster while exploring the deep ocean. And as a result, switched focus to space exploration to try and help humanity escape this monster. Is there any truth in this story? Why do these videos do well on TikTok? How can you know if something you see online is true? And how can staying curious help you to navigate the internet?
Did NASA find a monster in the ocean?
To be clear, I do not believe the theory that NASA is trying to escape from a sea monster on Earth. But that is not to say that NASA haven’t explored the ocean, and even found some strange things there. Part of NASA’s mission is to understand planet Earth, and the effect that humans are having on it. Today, a lot of data about the ocean is collected by satellites. But NASA have also sent scientists on expeditions on board ships. Sometimes these expeditions involve catching creatures from deep underwater.
A pacific viperfish. These deep sea creatures have been caught by scientists working on NASA oceanography missions. Yes they are terrifying, but don’t worry, they are only around 30cm long.
Why do conspiracy theories do well on the internet?
I was first introduced to the NASA sea monster theory by students at City Academy Bristol. I was there to discuss space science with them, and they wanted to hear my opinion on the theory. Many students seemed excited about the theories they had seen online. One student had even been inspired to develop her own theories about life in space. This showed me the power of genuine curiosity. By approaching what she saw online with curiosity, this student became a scientist. She questioned inaccurate information and began the scientific process for herself.
Video by students at City Academy Bristol, exploring science misinformation on TikTok
There are two types of wrong information online. Misinformation is incorrect information. This might be rumours, mistaken communication, or genuine misunderstanding. Disinformation is deliberate misinformation. When people intentionally spread false information, aiming to mislead or scare people. People might do this to gain money or fame.
There is a lot of evidence to show that we have stronger reactions to information that provokes an emotion. Especially fear. We are more likely to remember stories that scare us, and we are more likely to react to things that make us angry. A lot of the internet is designed to value reactions (such as comments or likes) above the reliability of the information. This can encourage people to create more shocking content to get more engagement online.
This can make the internet feel quite negative. It’s easy to feel that everyone is trying to grab your attention and may be lying to you. But, if we approach things with curiosity, perhaps there is another way of looking at it. Much of the misinformation you see online has been shared by people. People who are still learning (as we all are, all the time). People make mistakes, and that is fine. We can choose to take those opportunities to learn together.
How can you know that something is true?
One of the most important things you can do is think about what the purpose of the content might be. Is this a story designed to entertain you? Is it information designed to change your opinion or behaviour? Is it a video designed to boost likes or comments? Deciding what the motivation is behind something can help you adjust your expectations for it. For example, if the purpose of a video is to make viewers feel scared about something – then it may be misrepresenting facts to do that.
One of the easiest ways to figure out the purpose of something, is to pay attention to who created it. Different people and organisations have different reasons for sharing information. Some sources will always prioritise accurate information over entertaining people. Some sources want to make sure that people enjoy their content and might not worry too much about the details being correct. Many sources will be somewhere in between. Making sure you use trustworthy sources is a good way to increase the amount of accurate science you see. Good sources might be:
/ Universities
/ Official organisations like the European Space Agency (ESA) or National Health Service (NHS)
/ People with verified and relevant science qualifications or experience
This video from the We the Curious TikTok account shows good signs for being trustworthy (if we do say so ourselves). The video is designed to make people curious without using shock or fear. We the Curious is an educational charity that aims to get people excited about science. So it is unlikely to share misinformation. This video also uses NASA, an official science organisation, as a source.
Remembering to check these things can be tricky. Especially in the moment when you have just learned something seemingly unbelievable! But that is the time it is most useful to check. If something you see online causes a strong emotion for you, take a minute to think about why that might be.
How can curiosity help you online?
The urge to react strongly to misinformation can be powerful. I often find myself wanting to correct people in comments sections. But starting arguments is rarely a helpful thing to do. We can, instead, choose to approach this content with curiosity. Is there any truth in what has been said? Why does this content exist, what is it trying to achieve? What do I find interesting about this idea? Can I learn anything about it? These are the questions I try to ask myself now.
These questions almost always lead you to something more interesting. And, by using trustworthy sources, you can learn about something you may have never thought of before. This is how science works. People asking questions, and forming theories, and testing them.
Oceanography, the study of the ocean, began in exactly this way. In the 1800s, the general agreement by scientists was that no life could exist in the deep sea. They thought that, below a certain depth, the waters would be too dark and cold for anything to survive in. But people began to question this. Some people theorised that the deep sea would be filled with life, although perhaps unlike any life we had seen so far. In 1872 the Challenger expedition set off – exploring the ocean to test this theory. Over the four-year expedition, almost 5000 new species were discovered – some of which came from the deep sea. The crew of the Challenger, with the help of many communities they visited on the way, made several other discoveries too. They discovered underwater mountain ranges, investigated ocean temperatures, and even found dust from asteroids on the ocean floor!
A drawing of HMS Challenger in the Southern Ocean by Royal Navy navigator Herbert Swire. This was drawn on 16th February 1874, halfway through the expedition.
This exploration answered some questions, but also inspired a lot of new questions. Humanity’s exploration of the deep sea continues - the more we learn, the more questions we get to ask. Science is all about what you don’t know yet. What a wonderful opportunity to explore your curiosity!
To read more about our work with City Academy Bristol, and find out whether young people think we should be exploring our curiosity into space, check out our article Should we be exploring space?.
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We'd like to say a huge thank you to the Y9 & Y10 pupils of City Academy Bristol and to the Association for Science and Discovery Centres for funding our 'Space science in a time of crisis' project.