The order of discourse in surveys of public understanding of science

Egil Kallerud · Inge Ramberg

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Science Education and Perceptions Science Education and Pedagogy Research, Science, and Academia

Abstract

This paper discusses how insights from constructivist studies on the place of context, reflexivity, and framing in studies of public understanding of science may be applied within a survey framework. By emphasizing the role that images or ideologies of science play in science policy discourse, surveys are conceptualized as a means to map the social pervasiveness of such ideologies. It is argued that survey results may contribute to a broadening of the framework of science policy, if questions that explicitly reflect civic perspectives on science are included in survey questionnaires. An experiment with three non-standard questions in a Norwegian survey in 1999 on public understanding of science is seen to provide some empirical support for the viability of this approach.

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References

1993Discourse and Social Change.2003Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty 1995Handbook of Science and Technology Studies 1996Misunderstanding Science?1991Knowledges in Context 1998The measurement of civic scientific literacy 1993Public uptake of science: a case for institutional reflexivity 2001Between understanding and trust: The public, science and technology

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2011Science and the Public—What should people know?2010Who is willing to pay for science? On the relationship between public perception of science and the attitude to public funding of science 2008Survey research and the public understanding of science 2018“Science is Everywhere, but No One Knows It”: Assessing the Cultural Distance to Science of Rural South African Publics

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