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Understanding "understanding" in Public Understanding of Science.

Joanna K Huxster1,2, Matthew H Slater2, Jason Leddington2

  • 1Bucknell University, USA; Eckerd College, USA.

Public Understanding of Science (Bristol, England)
|October 24, 2017
PubMed
Summary

This study found that "knowledge" and "understanding" are often conflated in scientific literature. Measuring true understanding, not just knowledge, is crucial for effective science communication.

Keywords:
epistemologyliteracypublic understanding of scienceunderstanding

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Area of Science:

  • Science communication
  • Epistemology
  • Research methodology

Background:

  • The terms "knowledge" and "understanding" are frequently used interchangeably in scientific literature.
  • There is a lack of clear distinction between distinct epistemic states in current research.
  • This ambiguity impacts the reliability and interpretation of studies on public understanding of science.

Purpose of the Study:

  • To examine the conflation of "knowledge" and "understanding" in peer-reviewed publications.
  • To test the hypothesis that current research inadequately differentiates between epistemic states.
  • To assess the empirical measurement of epistemic states in public understanding of science research.

Main Methods:

  • Digital text analysis using Voyant on papers from "Public Understanding of Science" (2014).
  • Systematic analysis of papers from "Public Understanding of Science" (2010-2015) for empirical measurement of epistemic states.
  • Quantitative and qualitative assessment of term usage and measurement practices.

Main Results:

  • Epistemic success terms, including "knowledge" and "understanding," are inconsistently defined across studies.
  • "Understanding" is rarely empirically measured in public understanding of science research.
  • A significant conflation of distinct epistemic states was observed.

Conclusions:

  • Inconsistent definitions and measurement of epistemic states, particularly "understanding," limit research efficacy.
  • Greater attention to measuring "understanding" distinctly from "knowledge" is recommended.
  • Improved measurement practices will enhance the effectiveness of science outreach and communication efforts.