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What can we learn from 25 years of PUS survey research? Liberating and expanding the agenda

机译：从25年的PUS调查研究中我们可以学到什么？解放和扩大议程

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摘要

This paper reviews key issues of public understanding of science (PUS) research over the last quarter of a century. We show how the discussion has moved in relation to large-scale surveys of public perceptions by tracing developments through three paradigms: science literacy, public understanding of science and science and society. Naming matters here like elsewhere as a marker of "tribal identity." Each paradigm frames the problem differently, poses characteristic questions, offers preferred solutions, and displays a rhetoric of "progress" over the previous one. We argue that the polemic over the "deficit concept" voiced a valid critique of a common sense concept among experts, but confused the issue with methodological protocol. PUS research has been hampered by this "essentialist" association between the survey research protocol and the public deficit model. We argue that this fallacious link should be severed to liberate and to expand the research agenda in four directions: contextualizing survey research, searching for cultural indicators, integrating datasets and doing longitudinal analysis, and including other data streams. Under different presumptions, assumed and granted, we anticipate a fertile period for survey research on public understanding of science.
机译：本文回顾了过去25年中公众对科学研究（PUS）的理解的关键问题。我们通过三个范式来追踪发展情况，从而显示有关讨论与公众看法的大规模调查之间的关系：科学素养，公众对科学以及科学与社会的理解。这里的命名很重要，就像其他地方一样，是“部落身份”的标记。每种范式都以不同的方式描述问题，提出特征性问题，提供首选解决方案，并在上一个范式上显示“进步”的措辞。我们认为，对“赤字概念”的争论表明专家们对常识概念的有效批判，但将该问题与方法学协议相混淆。 PUS研究受到调查研究协议与公共赤字模型之间这种“本质论”联系的阻碍。我们认为，应该切断这种错误的联系，以在四个方向上解放和扩展研究议程：情境化调查研究，寻找文化指标，整合数据集和进行纵向分析以及包括其他数据流。在不同的假设（假定的和肯定的）下，我们预计公众对科学的理解将进入调查研究的肥沃时期。

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