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YouTube has become a complement learning platform which fosters learning on demand with educational videos. Educational videos are understood as a fruitful strategy to enhance the user’s knowledge and are applied in schools, as well as in science communication, e.g., to inform about climate change. This paper discusses two perspectives which become visible in the current research literature on educational videos on YouTube. First, studies assume that watching educational videos changes the attitude or behavior of the recipients. Second, studies question whether educational videos have a higher impact than other information materials such as texts. We frame both perspectives with regard to theories from media effect studies and learning concepts from education science and discuss their conclusions for educational videos on YouTube. We will first focus on students as a target group for educational videos, but in the further course, we will discuss the results for the public as targeted group of science communication as well. In the final section we will summarize which potentials and limitations educational videos have for educational purposes in science communication.

Aby Warburgs langjähriges Forschungsprojekt "Atlas-Mnemosyne" begründete in der Kunstgeschichte bzw. in den Kulturwissenschaften einen neuen Bildumgang, der das Bild als Quelle im Kontext vielfältigster kultureller Produkte verhandelt und damit aus heutiger Sicht die Grenzen zwischen Kunst und Alltag aufhebt. Es sind Symbole, visuelle Formen und kulturelle Spuren, denen er nachgeht, um so Teile des europäischen Bildgedächtnisses zu interpretieren. Seine Grundannahmen über Bilder und sein interpretatives Vorgehen sind an seinem "Atlas-Mnemosyne" ablesbar. Besonderes Potenzial hat ein Atlas im Sinne Warburgs für die Generierung von Wissen bei der Auseinandersetzung mit Bildern und visuellen Zeugnissen einer Kultur. Zugleich kann er zur Sichtbarmachung, Vermittlung und kommunikativen Aushandlung der gewonnenen Erkenntnisse dienen. Denkbewegungen werden visuell im Nebeneinander nachvollziehbar, zudem offenbart der nonlinear lesbare Atlas kulturelle Erinnerungsspuren und macht deutlich, dass sich Kulturen in steter Auseinandersetzung mit den Symbolen ihrer Vergangenheit und Gegenwart befinden. Der Artikel diskutiert die Grundannahmen eines komparativen Ansatzes der Bildinterpretation und verhandelt die Chancen und Potenziale des Warburgschen Bildumgangs für die Darstellung und Vermittlung von wissenschaftlichen Erkenntnissen exemplarisch an einem museumspädagogischen Projekt. (DIPF/Orig.), In this article we follow Aby Warburg's project 'Atlas-Mnemosyne' in treating pictures or paintings as a source and placing it in the context of cultural products that already exist. Warburg's reflexive way of dealing with pictures, by which he makes new contextualisation and associative action visible, also creates possible contexts of visual forms, coded visual language and traditional ways of dealing with a picture. Thus he founded parts of the European visual memory. Hence, movements of thought become visually comprehensible, and the Atlas, which is to be read in a non-linear way, offers traces of cultural memory as well. Furthermore, it helps to understand that cultures are constantly dealing with the symbols of their past and present. The article discusses the chances and potentials that can be found in Warburg's way of dealing with pictures for educational sciences/education studies, for research in arts and humanities and the practical work of museums. (DIPF/Orig.)