{"title":"Is the Effect of Educational Attainments on Trust in Scientists Underestimated?","authors":"Alena Auchynnikava, Nazim Habibov","doi":"10.1007/s11191-024-00551-x","DOIUrl":null,"url":null,"abstract":"<p>This research aims to assess and quantify the impact of educational attainments on trust in scientists during the COVID-19 pandemic. The study utilizes instrumental variables (IV) and conventional ordinary least squares regression (OLS) approaches that are applied to micro-data from a multinational survey in 26 nations. The IV approach is used to address endogeneity that is caused by reverse causality, omitted variables, and measurement error. The results of IV models suggest that a unit increase in educational attainments leads to an increase in trust in scientists by a factor of 0.20 to 0.28. In comparison, the results of the conventional OLS suggest that a unit increase in educational attainments leads to an increase in trust in scientists by a factor of 0.09 to 0.16. The results suggest that ignoring endogeneity leads to a considerable underestimation of education’s effect on trust in scientists. At the same time, the results indicate that educational training is a key tool to promote science by increasing trust in scientists. Such a conclusion is especially important given that the results are based on the survey conducted during the COVID-19 pandemic, a period characterized by unprecedented public health and economic crises, political backslash, and an “infodemic” of disinformation and misinformation.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"72 1","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11191-024-00551-x","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
This research aims to assess and quantify the impact of educational attainments on trust in scientists during the COVID-19 pandemic. The study utilizes instrumental variables (IV) and conventional ordinary least squares regression (OLS) approaches that are applied to micro-data from a multinational survey in 26 nations. The IV approach is used to address endogeneity that is caused by reverse causality, omitted variables, and measurement error. The results of IV models suggest that a unit increase in educational attainments leads to an increase in trust in scientists by a factor of 0.20 to 0.28. In comparison, the results of the conventional OLS suggest that a unit increase in educational attainments leads to an increase in trust in scientists by a factor of 0.09 to 0.16. The results suggest that ignoring endogeneity leads to a considerable underestimation of education’s effect on trust in scientists. At the same time, the results indicate that educational training is a key tool to promote science by increasing trust in scientists. Such a conclusion is especially important given that the results are based on the survey conducted during the COVID-19 pandemic, a period characterized by unprecedented public health and economic crises, political backslash, and an “infodemic” of disinformation and misinformation.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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