What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19.
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| Title: | What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19. |
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| Authors: | Tabak, Iris1 (AUTHOR) itabak@bgu.ac.il, Dubovi, Ilana2 (AUTHOR) |
| Source: | Science Education. Sep2023, Vol. 107 Issue 5, p1071-1100. 30p. 1 Diagram, 7 Charts, 1 Graph. |
| Subject Terms: | *COVID-19 pandemic, Scientific literacy, Trust, Manipulative behavior, Data science |
| Abstract: | Is public engagement with science deliberative and evidence‐based? The public is often perceived as underprepared to use data and susceptible to partisan and emotional manipulation. Consequently, educational efforts focus on the ability to identify reliable information. We posit that effective engagement with science goes beyond this and hinges on data literacy. We leveraged the unique circumstances of COVID‐19, where diverse people inundated with pandemic‐related data representations in the media needed to make consequential decisions, to examine whether people use data and what factors affect such use. In a survey of a representative Israeli adult sample, participants reported their information habits and beliefs before and during COVID‐19. On being presented with graphs and datasets, they answered data literacy and COVID‐19‐related functional reasoning assessments (e.g., would you travel abroad?). Data literacy distinguished those who incorporated data from those who did not. Yet, participants incorporated moral, social, and economic considerations at all data literacy levels, suggesting that people may be deliberative even when they do not attend to quantified data. Moreover, participants' trust in science and data interpretation competence were key factors mediating the relationship between self‐efficacy in data interpretation skills and the incorporation of data in reasoning. The findings extend beyond COVID‐19 to a broader understanding of the factors influencing public engagement with quantitative representations. Rather than focusing solely on remediating data interpretation, we suggest that educative efforts work on multiple fronts and that cultivating trust in science is key to a broader, more deliberative engagement with science. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 169725875 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tabak%2C+Iris%22">Tabak, Iris</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> itabak@bgu.ac.il</i><br /><searchLink fieldCode="AR" term="%22Dubovi%2C+Ilana%22">Dubovi, Ilana</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. Sep2023, Vol. 107 Issue 5, p1071-1100. 30p. 1 Diagram, 7 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+behavior%22">Manipulative behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Data+science%22">Data science</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Is public engagement with science deliberative and evidence‐based? The public is often perceived as underprepared to use data and susceptible to partisan and emotional manipulation. Consequently, educational efforts focus on the ability to identify reliable information. We posit that effective engagement with science goes beyond this and hinges on data literacy. We leveraged the unique circumstances of COVID‐19, where diverse people inundated with pandemic‐related data representations in the media needed to make consequential decisions, to examine whether people use data and what factors affect such use. In a survey of a representative Israeli adult sample, participants reported their information habits and beliefs before and during COVID‐19. On being presented with graphs and datasets, they answered data literacy and COVID‐19‐related functional reasoning assessments (e.g., would you travel abroad?). Data literacy distinguished those who incorporated data from those who did not. Yet, participants incorporated moral, social, and economic considerations at all data literacy levels, suggesting that people may be deliberative even when they do not attend to quantified data. Moreover, participants' trust in science and data interpretation competence were key factors mediating the relationship between self‐efficacy in data interpretation skills and the incorporation of data in reasoning. The findings extend beyond COVID‐19 to a broader understanding of the factors influencing public engagement with quantitative representations. Rather than focusing solely on remediating data interpretation, we suggest that educative efforts work on multiple fronts and that cultivating trust in science is key to a broader, more deliberative engagement with science. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=169725875 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21789 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 1071 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Scientific literacy Type: general – SubjectFull: Trust Type: general – SubjectFull: Manipulative behavior Type: general – SubjectFull: Data science Type: general Titles: – TitleFull: What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tabak, Iris – PersonEntity: Name: NameFull: Dubovi, Ilana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 107 – Type: issue Value: 5 Titles: – TitleFull: Science Education Type: main |
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