是否低估了教育程度对科学家信任度的影响?

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Alena Auchynnikava, Nazim Habibov
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引用次数: 0

摘要

本研究旨在评估和量化教育程度在 COVID-19 大流行期间对科学家信任度的影响。研究利用工具变量(IV)和传统的普通最小二乘法回归(OLS)方法,对 26 个国家的多国调查微观数据进行分析。IV 方法用于解决由反向因果关系、遗漏变量和测量误差引起的内生性问题。IV 模型的结果表明,教育程度每提高一个单位,对科学家的信任度就会提高 0.20 至 0.28 倍。相比之下,传统的 OLS 结果表明,教育程度每提高一个单位,科学家的信任度就会提高 0.09 至 0.16 倍。结果表明,忽略内生性会导致教育对科学家信任度的影响被大大低估。同时,结果表明,教育培训是通过提高对科学家的信任来促进科学发展的重要工具。考虑到这一结果是基于 COVID-19 大流行期间进行的调查得出的,而这一时期的特点是前所未有的公共卫生和经济危机、政治倒退以及虚假信息和错误信息的 "信息流行",因此这一结论尤为重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Is the Effect of Educational Attainments on Trust in Scientists Underestimated?

Is the Effect of Educational Attainments on Trust in Scientists Underestimated?

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.

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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
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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