摘要: Promoting the acceptance of new science has long been predicated on the knowledge deficit model (Einsiedel, 2000; Hansen, Holm, Frewer, Robinson, & Sandøe, 2003; Irwin & Wynne, 1996), which suggests that providing more information will lead to greater acceptance and support for science. The idea that knowing more about the science behind a specific technology will lead to greater approval of that technology has been a staple of the educational and communication communities for many years. However, although some studies have found a positive relationship between increased knowledge and approval of the application of science (Evans & Durant, 1995; Hayes & Tariq, 2000; Sturgis & Allum, 2004, other studies have failed to find any relationship between knowledge and acceptance (Pfister, Böhm, & Jungermann, 2000) or found only a partial relationship between the two variables (Jallinoja & Aro, 1999; Peters, 2000).It appears that for science in general, and controversial science in particular, where only minimal amounts of new information are assimilated to inform or reinforce a viewpoint (Nisbet, 2005), the knowledge deficit model is incomplete. It has been suggested that because most people do not have an extensive background in a scientific discipline, the influence of scientific knowledge on attitudes may be directly related to the extent to which scientific information is seen as consistent with personal experience (Jasanoff, 2000) or the specific worldview, core beliefs, or values held by individuals (Slovic & Peters, 1998). The impacts of scientific information may also be moderated or contextualized by other types of knowledge …
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