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Journal articles on the topic 'Public understanding of science'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Huxster, Joanna K., Matthew H. Slater, Jason Leddington, Victor LoPiccolo, Jeffrey Bergman, Mack Jones, Caroline McGlynn, et al. "Understanding “understanding” in Public Understanding of Science." Public Understanding of Science 27, no. 7 (October 23, 2017): 756–71. http://dx.doi.org/10.1177/0963662517735429.

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This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemic states. Two sets of data are presented from papers published in the journal Public Understanding of Science. In the first set, the digital text analysis tool, Voyant, is used to analyze all papers published in 2014 for the use of epistemic success terms. In the second set of data, all papers published in Public Understanding of Science from 2010–2015 are systematically analyzed to identify instances in which epistemic states are empirically measured. The results indicate that epistemic success terms are inconsistently defined, and that measurement of understanding, in particular, is rarely achieved in public understanding of science studies. We suggest that more diligent attention to measuring understanding, as opposed to mere knowledge, will increase efficacy of scientific outreach and communication efforts.

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2

Sinatra, Gale M., and Barbara K. Hofer. "Public Understanding of Science." Policy Insights from the Behavioral and Brain Sciences 3, no. 2 (July 9, 2016): 245–53. http://dx.doi.org/10.1177/2372732216656870.

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3

Allchin, Douglas. "PUBLIC UNDERSTANDING OF SCIENCE." American Biology Teacher 73, no. 1 (January 1, 2011): 51–52. http://dx.doi.org/10.1525/abt.2011.73.1.11.b.

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4

Rip, Arie. "Public understanding of science." Science and Public Policy 32, no. 5 (October 2005): 408–10. http://dx.doi.org/10.1093/spp/32.5.408.

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5

Ziman, John. "Public Understanding of Science." Science, Technology, & Human Values 16, no. 1 (January 1991): 99–105. http://dx.doi.org/10.1177/016224399101600106.

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6

James, F. E. "Public Understanding of Science." Journal of the Royal Society of Medicine 96, no. 12 (December 2003): 619. http://dx.doi.org/10.1177/014107680309601228.

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7

Turney, J. "Public understanding of science." Lancet 347, no. 9008 (April 1996): 1087–90. http://dx.doi.org/10.1016/s0140-6736(96)90283-4.

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8

James, F. E. "Public understanding of science." JRSM 96, no. 12 (December 1, 2003): 619. http://dx.doi.org/10.1258/jrsm.96.12.619-a.

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9

Gouthier, Daniele. "Understanding science publics." Journal of Science Communication 04, no. 01 (December 9, 2005): R01. http://dx.doi.org/10.22323/2.04010701.

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Exploring public attitudes towards science helps investigate the images of science and what the social representations of science are. In this regard, science communication plays a crucial role in its different ways of addressing different publics.

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10

Einsiedel, Edna F. "Publics and Vaccinomics: Beyond Public Understanding of Science." OMICS: A Journal of Integrative Biology 15, no. 9 (September 2011): 607–14. http://dx.doi.org/10.1089/omi.2010.0139.

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11

Skinner, Gideon, and Jayesh Navin Shah. "Understanding public attitudes to science." Significance 11, no. 3 (July 2014): 14–18. http://dx.doi.org/10.1111/j.1740-9713.2014.00748.x.

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12

Durant, John R., Geoffrey A. Evans, and Geoffrey P. Thomas. "The public understanding of science." Nature 340, no. 6228 (July 1989): 11–14. http://dx.doi.org/10.1038/340011a0.

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13

Postgate, J. "Toward public understanding of science." FASEB Journal 9, no. 15 (December 1995): 1507–8. http://dx.doi.org/10.1096/fasebj.9.15.8529827.

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14

Callis, Clayton. "Improving public understanding of science." Environmental Science & Technology 24, no. 4 (April 1990): 406–7. http://dx.doi.org/10.1021/es00074a615.

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15

Collins, P. M. D., and W. F. Bodmer. "The Public Understanding of Science." Studies in Science Education 13, no. 1 (January 1986): 96–104. http://dx.doi.org/10.1080/03057268608559932.

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16

Gregory, Jane. "Understanding ‘science and the public’." Journal of Commercial Biotechnology 10, no. 2 (December 1, 2003): 131–39. http://dx.doi.org/10.1057/palgrave.jcb.3040066.

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17

Fensham, Peter J., and Wynne Harlen. "School science and public understanding of science." International Journal of Science Education 21, no. 7 (August 1999): 755–63. http://dx.doi.org/10.1080/095006999290417.

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18

Pitrelli, Nico. "The crisis of the "Public Understanding of Science" in Great Britain." Journal of Science Communication 02, no. 01 (March 21, 2003): F01. http://dx.doi.org/10.22323/2.02010901.

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In a brief article published by Science1 last October, British scientists stated that the expression "Public Understanding of Science" (PUS), which was traditionally employed in Anglosaxon societies to refer to the issue of the relationship between science, technology and society, is out-of-date. It should be replaced by "Public Engagement with Science and Technology" (PEST), a new acronym that clearly invites to reconceptualise the relationship between science and the public. The new approach involves the engagement of the public or rather the publics of science, through dialogue, in particular through an open and equal-to-equal discussion between scientists and non-experts that would enable non-experts to become the actual protagonists in the scientific decisions producing social effects.

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19

Daley, Shane M. "Public Science Day and the public understanding of science in America." Public Understanding of Science 9, no. 2 (April 2000): 175–81. http://dx.doi.org/10.1088/0963-6625/9/2/306.

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Many countries around the world have instituted day-long or week-long events celebrating science and technology. This article describes the “Public Science Day” sponsored by the American Association for the Advancement of science, focusing especially on organizational context, goals, and activities.

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20

Copping, Leonard G. "On the Public Understanding of Science." Outlooks on Pest Management 25, no. 1 (February 1, 2014): 2–3. http://dx.doi.org/10.1564/v25_feb_01.

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21

Wagensberg, Jorge. "Public understanding in a science centre." Public Understanding of Science 1, no. 1 (January 1992): 31–35. http://dx.doi.org/10.1088/0963-6625/1/1/007.

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22

Wolfendale, Arnold. "The Public Understanding of Science Matters." Europhysics News 27, no. 5 (1996): 168–69. http://dx.doi.org/10.1051/epn/19962705168.

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23

Bonney, Rick, Tina B. Phillips, Heidi L. Ballard, and Jody W. Enck. "Can citizen science enhance public understanding of science?" Public Understanding of Science 25, no. 1 (October 7, 2015): 2–16. http://dx.doi.org/10.1177/0963662515607406.

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24

Solomon, Joan, and Jeff Thomas. "Science Education for the Public Understanding of Science." Studies in Science Education 33, no. 1 (January 1999): 61–89. http://dx.doi.org/10.1080/03057269908560136.

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25

Entradas, Marta. "Science and the public: The public understanding of science and its measurements." Portuguese Journal of Social Science 14, no. 1 (March 1, 2015): 71–85. http://dx.doi.org/10.1386/pjss.14.1.71_1.

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26

Jenkins, E. W. "Public understanding of science and science education for action." Journal of Curriculum Studies 26, no. 6 (November 1994): 601–11. http://dx.doi.org/10.1080/0022027940260602.

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27

Jenkins, E. W. "School science, citizenship and the public understanding of science." International Journal of Science Education 21, no. 7 (August 1999): 703–10. http://dx.doi.org/10.1080/095006999290363.

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28

KOJIMA, Katsue. "The Public Understanding of Science and Technology." Journal of JSEE 58, no. 1 (2010): 3. http://dx.doi.org/10.4307/jsee.58.1_3.

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29

Tarifa, Fatos. "Public Understanding of Science and Participatory Democracy." International Journal of Civic, Political, and Community Studies 11, no. 1 (2014): 9–19. http://dx.doi.org/10.18848/2327-0047/cgp/v11i01/43539.

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30

Copping, Leonard G. "Thoughts on the Public Understanding of Science." Outlooks on Pest Management 19, no. 1 (February 1, 2008): 2–3. http://dx.doi.org/10.1564/19feb01.

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31

Lee, John. "Public understanding of science: mind the gap." Physiology News, Summer 2003 (July 1, 2003): 22–24. http://dx.doi.org/10.36866/pn.51.22.

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32

Bauer, Martin, and Ingrid Schoon. "Mapping variety in public understanding of science." Public Understanding of Science 2, no. 2 (April 1993): 141–55. http://dx.doi.org/10.1088/0963-6625/2/2/004.

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We analyse around 15 000 responses from 11 countries to the open survey question `please tell me in your own words, what does it mean to study something scientifically' in order to show cultural diversity in public representations of science. In past studies this question has been coded on a five-point rating scale that is used to rank scientific literacy across different countries. We develop, apply and evaluate an alternative coding frame. We show that our coding is more adequate, more reliable and produces less noise than the frame used by others to analyse responses to the same question. Multiple coding on five dimensions allows us to characterize people's understanding of science in terms of methods, institutions, effects, examples and level of differentiation of the response. We use correspondence analysis to characterize distinct response patterns in ten European countries and the USA. The data shows that no simple cultural division such as Protestant versus Catholic, or north-south divide, or Latin versus Anglo-Saxon fits the variance in the data. The paper closes with an agenda for future research in the area of public understanding of science and technology.

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33

Pearson, Gillian, Susan M. Pringle, and Jeffery N. Thomas. "Scientists and the public understanding of science." Public Understanding of Science 6, no. 3 (July 1997): 279–89. http://dx.doi.org/10.1088/0963-6625/6/3/006.

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This paper discusses the attitudes and opinions of research scientists and engineers to taking part in public understanding of science activities. A survey was carried out at an event in set95 (the UK's 1995 National Week of Science, Engineering and Technology), which involved 168 scientists from the University of Bristol, UK, taking their research work into a shopping mall in Bristol for two days. All participating scientists and engineers were asked to complete a written questionnaire shortly after the event and then at least one participant from each display was contacted seven months later for telephone interview. The results show that while most of the scientists took part because they were told to by senior colleagues, after the event almost all (94 per cent) wanted to take part again mainly because they had found the experience enjoyable. Despite the demands of time and organization, individuals benefited from taking part; participants felt it improved their presentation skills and enhanced morale. They regarded the exhibition as good for communication skills training and did not want formal training for the event. The exhibition was also valued as a team-building exercise both within individual departments and across the University.

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34

Law, Nancy, Peter J. Fensham, Steven Li, and Bing Wei. "Public understanding of science as basic literacy." Melbourne Studies in Education 41, no. 2 (November 2000): 145–55. http://dx.doi.org/10.1080/17508480009556367.

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35

Mervis, J. "PUBLIC UNDERSTANDING: Report Deplores Science-Media Gap." Science 279, no. 5359 (March 27, 1998): 2036. http://dx.doi.org/10.1126/science.279.5359.2036.

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36

Medvecky, Fabien. "Public Understanding of Ignorance as Critical Science Literacy." Sustainability 14, no. 10 (May 13, 2022): 5920. http://dx.doi.org/10.3390/su14105920.

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We are largely ignorant. At least, there are many more things we are ignorant of than knowledgeable of. Yet, the common perception of ignorance as a negative trait has left it rather unloved in debates around making knowledge public, including science communication in its various guises. However, ignorance is a complex and essential part of science; it performs a number of legitimate roles, and is performed in a range of legitimate ways within science. In this paper, I argue that it is vital to understand when ignorance is an appropriate, legitimate part of the scientific process, and when ignorance is misused or abused in science. I argue that understanding ignorance is a central aspect of public understanding of science, especially in terms critical science literacy. Critical science literacy argues that more than simply an understanding of scientific facts and processes, a key component of what scientific literacy should aim for is an understanding of the tacit knowledge of science. I present a typology of ignorance and argue that fostering a greater public understanding of ignorance is a rarely acknowledged, yet essential, aspect of making science public, and that it is a challenge that those engaged in and committed to better public understanding of science should take very seriously.

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37

Collins, H. M. "Certainty and the Public Understanding of Science: Science on Television1." Social Studies of Science 17, no. 4 (November 1987): 689–713. http://dx.doi.org/10.1177/030631287017004005.

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38

Petro, J. B. "PUBLIC HEALTH: Understanding Threats to Scientific Openness." Science 302, no. 5652 (December 12, 2003): 1898. http://dx.doi.org/10.1126/science.1092493.

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39

Hagendijk, R. P. "The Public Understanding of Science and Public Participation in Regulated Worlds." Minerva 42, no. 1 (2004): 41–59. http://dx.doi.org/10.1023/b:mine.0000017699.19747.f0.

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40

Alsop, Steve. "Understanding understanding: a model for the public learning of radioactivity." Public Understanding of Science 8, no. 4 (October 1999): 267–84. http://dx.doi.org/10.1088/0963-6625/8/4/301.

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While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particular members of the public learn about radiation and radioactivity, and proposes a model to describe their learning—the Informal Conceptual Change Model [ICCM]. ICCM is a multidimensional framework that incorporates three theoretical dimensions—the cognitive, conative, and affective. The paper documents each of these dimensions, and then illustrates the model by drawing upon data collected in a case study. The emphasis of the analysis is on understanding how the members of the public living in an area with high levels of background radiation learn about the science of this potential health threat. The summarizing comments examine the need for a greater awareness of the complexities of informal learning.

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41

Scotchmoor, Judy, Anastasia Thanukos, and Sheri Potter. "Improving the public understanding of science: New initiatives." American Journal of Botany 96, no. 10 (October 2009): 1760–66. http://dx.doi.org/10.3732/ajb.0900014.

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42

Zdravkov, Svetlomir. "Public Understanding of Science in the Network World." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 3 (June 10, 2022): 273–84. http://dx.doi.org/10.53656/str2022-3-4-pub.

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Internet mediation is playing an increasingly important role in informing the public about scientific news. Thus, it became the main source of data that formed the public’s image of science. The digital traces that users leave on many online platforms are an important source of empirical data that is barely being used; it may reveal new ways to connect science and society. That is why we propose a new conceptual approach within the Public Understanding of Science, which will lay the foundations for future empirical research. It integrates the combination of Actor Network Theory and machine learning in the analysis of large text arrays, which allow both quantitative measurement and qualitative analysis of popular scientific discussions in the online space.

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43

Jenkins, Edgar W. "Environmental education and the public understanding of science." Frontiers in Ecology and the Environment 1, no. 8 (October 2003): 437–43. http://dx.doi.org/10.1890/1540-9295(2003)001[0437:eeatpu]2.0.co;2.

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44

Millar, Robin, and Brian Wynne. "Public understanding of science: from contents to processes." International Journal of Science Education 10, no. 4 (August 1988): 388–98. http://dx.doi.org/10.1080/0950069880100406.

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45

Cross, Roger T. "The public understanding of science: implications for education." International Journal of Science Education 21, no. 7 (August 1999): 699–702. http://dx.doi.org/10.1080/095006999290354.

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46

Rogers, Carol L. "Editorial: Understanding Public Communication of Science and Technology." Science Communication 23, no. 2 (December 2001): 95–96. http://dx.doi.org/10.1177/1075547001023002001.

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47

Locke, Simon. "The Public Understanding of Science—A Rhetorical Invention." Science, Technology, & Human Values 27, no. 1 (January 2002): 87–111. http://dx.doi.org/10.1177/016224390202700104.

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48

HAGGIN, JOSEPH. "Efforts To Promote Public Understanding of Science Continue." Chemical & Engineering News 70, no. 37 (September 14, 1992): 31–32. http://dx.doi.org/10.1021/cen-v070n037.p031.

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49

Williams, Ann E. "Media evolution and public understanding of climate science." Politics and the Life Sciences 30, no. 02 (2011): 20–30. http://dx.doi.org/10.1017/s0730938400014027.

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This paper employs public opinion data from a nationally representative probability sample to examine how information encounters and exposure to different media sources relate to individuals' beliefs about global warming. The analyses indicate that media source exposure (i.e., exposure to news and information about science presented through different media outlets), intentional information exposure (i.e., deliberate exposure to global warming news coverage), and inadvertent information exposure (i.e., unplanned exposure to news and information about science that is encountered online while searching for other forms of information) relate to beliefs about global warming, in significant and meaningful ways. Namely, the findings show that both intentional information exposure and inadvertent online information exposure associate with disbelief in human-made causes, catalysts, and consequences of global warming. Theoretical and social implications of the findings are discussed and contextualized in light of the rapidly evolving media environment.

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50

Raza, Gauhar, Surjit Singh, and Rajesh Shukla. "Relative Cultural Distance and Public Understanding of Science." Science, Technology and Society 14, no. 2 (July 2009): 269–87. http://dx.doi.org/10.1177/097172180901400204.

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Public Understanding of Science is an area constituted by those scholars who essentially acquired expertise in various established academic disciplines and shifted their attention towards a few specific issues related to the science–society interface. The discipline though recognised as a legitimate area of research has not come out of all its teething problems associated with the formation of any new area. The mainstay, during the first phase of its development was the attitudinal surveys conducted in various countries. The objectives of these surveys were to measure the extent of scientific knowledge, probe public attitude towards science or scientists, and at times simply to explore the level of confidence or lack of confidence that a common citizen had in science. These surveys gradually turned into an important and regular activity in many countries. The debate that followed the first phase resulted in refinement of methodology, tools and the models of assessment of Public Understanding of Science. The PAUS group at NISTADS, India, has since 1989 worked on methodology suitable for carrying out surveys in developing countries. Subsequently, a culturally sensitive model for analysing the survey data was proposed by the group. The present article in the first section gives details of the model designated here as the ‘cultural model of Public Understanding of Science’. The following sections, in detail, deal with the application of the model on data sets collected by two different organisations in India. The conclusions drawn confirm that the method of measuring cultural distance could be successfully applied to various data sets to draw meaningful inferences.

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