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Nanotechnology: Reducing Uncertainty Synthesizing Two Views

Nanotechnology: Reducing Uncertainty Synthesizing Two Views. Grant E. Gardner Ph.D. Candidate - Science Education PCOST Associated Member Society for Risk Analysis Annual Meeting, Boston, MA December 10, 2008. Uncertainty, Knowledge, & Risk Perception. How do we reduce uncertainty?

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Nanotechnology: Reducing Uncertainty Synthesizing Two Views

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  1. Nanotechnology: Reducing UncertaintySynthesizing Two Views Grant E. Gardner Ph.D. Candidate - Science Education PCOST Associated Member Society for Risk Analysis Annual Meeting, Boston, MA December 10, 2008

  2. Uncertainty, Knowledge, & Risk Perception • How do we reduce uncertainty? • Increasing expert knowledge • Nanotechnology content • Risk factors and hazard likelihoods • Decision-making about risk • Transfer aspects of that knowledge to the public • Communication & Education • What can integrated research from communication and education tell us about reducing uncertainty surrounding risk and understanding risk perception of nanotechnology? • What do we know and where should we go?

  3. Two Views • Public Communication of Science & Technology (PCOST) White Paper for the National Nanotechnology Coordinating Office (NNCO) - Communicating Risk of Emergent Technology in the 21st Century • Nanotechnology Undergraduate Education (NUE) initiative to integrate nanotechnology themes into engineering curriculum • General engineering • Engineering with nanotechnology • Nanotechnology engineering & society

  4. When Worlds Collide:Reducing Uncertainty • Risk communication • Expert: Risk communicator or scientist • Target Audience: General public • Goals - Scientiating/Public understanding of science • Models - Knowledge deficit model • Interventions - Public communication event • Science education • Expert: Instructor • Target Audience: Students (undergraduate) • Goals - Developing scientific literacy • Models - Knowledge & attitudes • Interventions - Science-technology-society (STS) & socio-scientific issues (SSI)

  5. Public Knowledge of Nano • Knowledge is low and from minimal sources • Attitudes toward nano exist and are framed by benefit perception • The knowledge-attitude relationship depends on the intervention and the values attached to the technology • What is the primary source for nano knowledge in the general public? • Are attitudes toward a particular tech or toward S&T in general? How do variables need to be specified? • Can knowledge dissemination keep pace with the speed of technological development?

  6. Expert Knowledge of Nano • Knowledge gap between expert and general public exists • Differential interpretations of uncertainty • Uncertainty amplifies perception of risk and promotes precautionary behavior • Most science experts don’t concern themselves with the risks of emerging technologies • How will positive attitudes translate to behavior when nano consumer products become more widespread? • When it comes to nano, how are we to define the experts?

  7. Nature of Science • Science knowledge is not equal to content knowledge • “Local” knowledge versus global knowledge • The nature of uncertainty in science is not well understood • How successful is education at teaching uncertainty in NOS? • What is “local” knowledge in nano, because it spans multiple science domains? • How much knowledge is enough knowledge to sway perceptions? Is there a threshold?

  8. Nature of Nanotechnology • Nanotechnology is not a singular technology and does not have a singular class or risks • Nanotechnology is “small” and difficult to experience • There are no mental models of nanotech • Can those applications that are considered “less risky” be used effectively in risk communication and introductory education? • How does this inability to directly experience nano affect attitude formation? • What is the efficacy of previous emergent tech to understanding nano?

  9. Changing Perceptions • Risk perception is resistant to change. Benefit perception may not be. • Public engagement has limitations often not seen in formal education • Know your audience (motivation, concerns, etc.) • How can each of these venues inform each other about public acceptance? • How do audiences differ?

  10. Decision-Making About Risk • Increase knowledge does not increase decision-making ability • Uncertainty breed reliance on heuristics and biases • Affect, anchoring & adjustment, availability heuristics • How much does knowledge affect not just attitudes but decision making? • What are the roles of trust, fear, and belief in mediating perceptual-based decision-making?

  11. Funding • This work was supported in part by grants from the National Science Foundation: • NSF 0809470: Nanotechnology Interdisciplinary Research Team (NIRT) - Intuitive Toxicology and Public Engagement • http://communication.chass.ncsu.edu/nirt/Home.html • NSF 0634222: Nanotechnology Undergraduate Education (NUE) - Teaching Nanoscale Engineering Across Undergraduate Disciplines • Thanks to: • Dr. David M. Berube - Communication Dept. NCSU • Dr. M. Gail Jones - Science Education Dept. NCSU

  12. Thank You! Grant E. Gardner North Carolina State University Department of Science Education gegardne@ncsu.edu

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