Inequalities in scientific knowledge are the subject of increasing attention, so how factual science knowledge is measured, and any inconsistencies in said measurement, is extremely relevant to the field of science communication. Different operationalizations of factual science knowledge are used interchangeably in research, potentially resulting in artificially comparable knowledge levels among respondents. Here, we present data from an experiment embedded in an online survey conducted in the United States (N = 1,530) that examined the distribution of factual science knowledge responses on a 3vs. 5-point response scale. Though the scale did not impact a summative knowledge index, significant differences emerged when knowledge items were analyzed individually or grouped based on whether the correct response was “true” or “false.” Our findings emphasize the necessity for communicators to consider the goals of knowledge assessment when making operationalization decisions. Abstract

中文翻译：

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实施科学素养：测量的实验分析

科学知识中的不平等问题日益引起人们的关注，因此，如何测量事实科学知识以及所述测量中的任何不一致之处，与科学传播领域极为相关。事实科学知识的不同操作性在研究中可以互换使用，有可能导致受访者之间人为地比较知识水平。在这里，我们提供来自美国在线调查（N = 1,530）中嵌入的一项实验的数据，该调查研究了3vs上的事实科学知识响应的分布。5点反应量表。尽管量表不影响知识汇总指数，但根据正确答案是“对”还是“对”对知识项目进行单独或分组分析时，仍会出现显着差异。我们的研究结果强调，沟通者在制定运营决策时必须考虑知识评估的目标。抽象