Scientifically literate action: Key barriers and facilitators across context and content

Amanda Crowell; Christian Schunn

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Scientifically literate action: Key barriers and facilitators across context and content

机译：具有科学素养的行动：跨上下文和内容的主要障碍和促进者

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Scientific literacy can also be described as a level of public understanding of science that encourages one to act in concert with scientific consensus. Investigating actions concerned with environmental conservation, we examine the context specificity of this form of scientifically literate action and the differential motivations that predict such action across contexts. We report on a large sample of employees of a mixed urban/ rural county in the USA, representing a diverse range of careers, who completed an anonymous survey about their environmental conservation actions at home, at work and in the public sphere. Results indicate that individuals engage at different action levels overall and for different reasons across contexts; limited support was found for the importance of perceived knowledge attainment ability in predicting scientifically informed actions. Implications for policy and program designers and scholars interested in scientific literacy are discussed.

机译：科学素养也可以描述为一种公众对科学的理解水平，可以鼓励人们以科学共识为基础采取行动。在调查与环境保护有关的行动时，我们研究了这种形式的具有科学素养的行动的情境特异性，以及在不同情境中预测这种行动的差异动机。我们报告了美国一个城市/农村混合县的大量员工，这些员工代表不同的职业，他们完成了关于他们在家庭，工作和公共领域的环境保护行动的匿名调查。结果表明，个人在总体上因不同的情况而采取不同的行动水平；对于感知的知识获得能力在预测科学知情行动中的重要性，研究人员提供了有限的支持。讨论了对科学素养感兴趣的政策和计划设计者以及学者的意义。

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来源
《Public understanding of science》 |2014年第6期|718-733|共16页
作者
Amanda Crowell; Christian Schunn;
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作者单位

Learning Research and Development Center, University of Pittsburgh, Office 816, 3939 O'Hara Street, Pittsburgh, PA 15260, USA;

University of Pittsburgh, USA;

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原文格式 PDF
正文语种 eng
中图分类
关键词
climate change; context dependencies; environmental conservation; scientific literacy; sustainability;

机译：气候变化;上下文依赖环境保护;科学素养;可持续性;

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Scientifically literate action: Key barriers and facilitators across context and content

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