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Enhancing endorsement of scientific inquiry increases support for pro-environment policies


Drummond, A and Palmer, MA and Sauer, JD, Enhancing endorsement of scientific inquiry increases support for pro-environment policies, Royal Society Open Science, 3, (9) pp. 1-11. ISSN 2054-5703 (2016) [Refereed Article]


Copyright Statement

Copyright 2016 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0)

DOI: doi:10.1098/rsos.160360


Pro-environment policies require public support and engagement, but in countries such as the USA, public support for pro-environment policies remains low. Increasing public scientific literacy is unlikely to solve this, because increased scientific literacy does not guarantee increased acceptance of critical environmental issues (e.g. that climate change is occurring). We distinguish between scientific literacy (basic scientific knowledge) and endorsement of scientific inquiry (perceiving science as a valuable way of accumulating knowledge), and examine the relationship between people’s endorsement of scientific inquiry and their support for pro-environment policy. Analysis of a large, publicly available dataset shows that support for pro-environment policies is more strongly related to endorsement of scientific inquiry than to scientific literacy among adolescents. An experiment demonstrates that a brief intervention can increase support for pro-environment policies via increased endorsement of scientific inquiry among adults. Public education about the merits of scientific inquiry may facilitate increased support for pro-environment policies.

Item Details

Item Type:Refereed Article
Keywords:climate change, policy making, science communication, scientific literacy
Research Division:Psychology
Research Group:Cognitive and computational psychology
Research Field:Decision making
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in psychology
UTAS Author:Palmer, MA (Associate Professor Matt Palmer)
UTAS Author:Sauer, JD (Associate Professor Jim Sauer)
ID Code:111838
Year Published:2016
Funding Support:Australian Research Council (DP140103746)
Web of Science® Times Cited:6
Deposited By:Psychology
Deposited On:2016-10-11
Last Modified:2018-03-22
Downloads:110 View Download Statistics

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