ABSTRACT
The three chapters in this part have the same point of departure-a diffusion model that underlies the Eurobarometer survey questionnaire. The assumption behind this model, also known as the cognitive-deficit approach, is that a certain level of scientific literacy is required in modern societies and that an increase in the public understanding of science and technology will come mainly from transferring relevant knowledge to the general public or specific subgroups. The authors challenge this assumption to different extents. By reinterpreting this approach, E.Einsiedel tries to reconcile it with its critics, whereas S.Yearley and K.Sørensen, M.Aune, and M.Hatling’s objection to the diffusion model extends beyond Einsiedel’s arguments. The discussion in all three chapters centers on what the diffusion model means for the use of the two central concepts, science and public, in the investigations of the public understanding of science and technology. Who is defined as the public? Which image of science is involved when one asks about public understanding or lack thereof?
