Science Communication and Epistemic Trust through Science Education: The Moderated Mediation Role of Epistemic Responsibility
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| Title: | Science Communication and Epistemic Trust through Science Education: The Moderated Mediation Role of Epistemic Responsibility |
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| Language: | English |
| Authors: | Sinan Demirtürk (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(4):637-654. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Science Education, Trust (Psychology), Epistemology, Communication (Thought Transfer), Science Teachers, Teacher Attitudes, Foreign Countries, Secondary School Teachers, Responsibility |
| Geographic Terms: | Turkey |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Science communication and education play a vital role in making scientific knowledge accessible and trustworthy in society. However, declining trust in scientific authority, the proliferation of disinformation, and epistemic crises underscore the heightened responsibility of scientists and educators. This study investigates the moderated mediation role of epistemic responsibility in the correlation between science communication and epistemic trust through science education. Adopting an exploratory sequential mixed-methods design, the research first employed qualitative focus group interviews with purposively sampled expert science. Thematic analysis identified key patterns, informing the subsequent quantitative phase, where a validated scale was developed through rigorous reliability and validity testing. Results confirmed that epistemic responsibility functions as a moderated mediation between science communication and epistemic trust within science education. The findings emphasize the need for educational policies to foster students' epistemic sensitivity via ethics-based and inquiry-driven learning environments. By integrating qualitative insights with quantitative validation, this study contributes to addressing epistemic challenges in science communication and education, offering practical implications for enhancing trust and accountability in scientific discourse. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481939 |
| Database: | ERIC |
| Abstract: | Science communication and education play a vital role in making scientific knowledge accessible and trustworthy in society. However, declining trust in scientific authority, the proliferation of disinformation, and epistemic crises underscore the heightened responsibility of scientists and educators. This study investigates the moderated mediation role of epistemic responsibility in the correlation between science communication and epistemic trust through science education. Adopting an exploratory sequential mixed-methods design, the research first employed qualitative focus group interviews with purposively sampled expert science. Thematic analysis identified key patterns, informing the subsequent quantitative phase, where a validated scale was developed through rigorous reliability and validity testing. Results confirmed that epistemic responsibility functions as a moderated mediation between science communication and epistemic trust within science education. The findings emphasize the need for educational policies to foster students' epistemic sensitivity via ethics-based and inquiry-driven learning environments. By integrating qualitative insights with quantitative validation, this study contributes to addressing epistemic challenges in science communication and education, offering practical implications for enhancing trust and accountability in scientific discourse. |
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| ISSN: | 1648-3898 2538-7138 |
