Knowledges in Context
Abstract
Our projects begin by exploring the relationships between citizens and sourcesbetween members and groups of the public and that diverse body of institutions, knowledges, and disciplinary specialists that we term science. We ask questions such as: What do people mean by science? Where do they turn for scientific information and advice? What motivates them to do so? How do they relate this information or advice to everyday experience and to other forms of knowledge? We focus on the diverse encounters with science and expertise that typify everyday experience, a central analytical issue being the construction of authority. Some important prior points must be emphasized:
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The science communications and public understanding of science literature has largely rejected the 'knowledge deficit model' underlying the framing of public resistance to science-backed policies.
“This literature has largely rejected the 'knowledge deficit model' underlying the framing of public resistance to sciencebacked policies (Wynne 1991; 1992; 1995; 2006; Lewenstein 1992; Layton et al. 1993; Evans and Durant 1995; Irwin and Wynne 1996; Miller 2001; Jasanoff 2005).”
From Public Misunderstanding of Science? Reframing the Problem of Vaccine Hesitancy (2016) · cites this paper as Wynne 1991
Cited by
Sorted by citations
Science education: Border crossing into the subculture of science
Aikenhead, G. S. (1996) · Studies in Science Education · doi:10.1080/03057269608560077 · Cited by 1,049 · see citing works
Pohl, C., Rist, S., Zimmermann, A., Fry, P., Gurung, G. S., Schneider, F., Speranza, C. I., Kiteme, B., Boillat, S., Serrano, E., et al. (2010) · Science and Public Policy · doi:10.3152/030234210x496628 · Cited by 555 · see citing works
Whitmarsh, L. (2009) · Public Understanding of Science · doi:10.1177/0963662506073088 · Cited by 448 · see citing works
Beck, U. (1996) · Theory, Culture & Society · doi:10.1177/0263276496013004001 · Cited by 397 · see citing works
Living on the border: knowledge, risk and transdisciplinarity
Horlick-Jones, T., & Sime, J. (2004) · Futures · doi:10.1016/j.futures.2003.10.006 · Cited by 248 · see citing works
Public Misunderstanding of Science? Reframing the Problem of Vaccine Hesitancy
Goldenberg, M. J. (2016) · Perspectives on Science · doi:10.1162/posc_a_00223 · Cited by 218 · see citing works
Disempowering emotions: the role of educational experiences in social responses to climate change
Jones, C. A., & Davison, A. (2021) · Geoforum · doi:10.1016/j.geoforum.2020.11.006 · Cited by 209 · see citing works
Corner, A., Pidgeon, N., & Parkhill, K. (2012) · WIREs Climate Change · doi:10.1002/wcc.176 · Cited by 117 · see citing works
Public engagement with marine climate change issues: (Re)framings, understandings and responses
Chilvers, J., Lorenzoni, I., Terry, G., Buckley, P., Pinnegar, J. K., & Gelcich, S. (2014) · Global Environmental Change · doi:10.1016/j.gloenvcha.2014.09.006 · Cited by 70 · see citing works
Grainger, A. (2009) · Land Degradation & Development · doi:10.1002/ldr.898 · Cited by 56 · see citing works
- Authors
- Wynne, B.
- Affiliations
- Lancaster University (GB)
- Corresponding author
- Wynne, Brian
- ORCID
- Wynne, Brian
- Venue
- Science, Technology, & Human Values
- Publisher
- SAGE Publications
- Published
- 1991-01
- Volume
- 16
- Issue
- 1
- Pages
- 111-121
- ISSN
- 0162-2439 (ISSN-L)
- 1552-8251
- OpenAlex
- W2065081456
- Cited by
- 681
- References
- 0
- Citations by year
- 2026: 11 · 2025: 18 · 2024: 21 · 2023: 21 · 2022: 18 · 2021: 23 · 2020: 43 · 2019: 28 · 2018: 26 · 2017: 30 · 2016: 37 · 2015: 41 · 2014: 26 · 2013: 35 · 2012: 32
- FWCI
- 41.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science Technology & Human Values (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Research, Science, and Academia
- Social Sciences › Psychology › Social Psychology › Education, Healthcare and Sociology Research
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- public understanding of science, authority, scientific advice, scientific information, public engagement with science, everyday experience, knowledge construction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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