The Role of Scientific Literacy and Perceptions of Scientists in the Determination of Trust in Science and in Scientific Findings

Abstract

The development of science and technology is typically considered to be a key prerequisite for socio-economic development. Trust in science plays an important role in the dissemination of knowledge and acceptance of scientific results, support for research and development, etc. The concept of trust, like the concept of science, is a multidimensional one, a fact which is often overlooked in discussions about the problems of societal (dis)trust in science. This study empirically tests whether there are differences in the nature of overall trust in science (generalized trust) and in its different fields (specific trust). The influence of four key determinants of trust in science highlighted in the Public Understanding of Science approach are assessed. These are the perceived motivations of scientists, scientific literacy, the perceived promises of science and reservations about it, and cultural engagement with science. The relationships of these factors to trust are tested via binary logistic regressions. The data from the Monitoring Survey of Innovative Behavior of the Population conducted from late 2020 to early 2021 is used. The main finding is that trust in science is determined by social perceptions and attitudes rather than by scientific literacy and cultural engagement in science, which have varying effects on trust in science in general and in its different fields.