Effect of scientific literacy on public perception of environmental health risks

This study examines the effect of college-level science education on the perceived contribution of environmental factors to health. Previous studies indicate that only one-fifth of Americans are minimally scientifically literate and that the number of college-level science courses taken is the strongest predictor (Miller, 2004). Robinson & Crowther, (2001) recognize environmental literacy as a part of total science literacy. A subset of focus groups conducted nationwide as part of the HOPE (Health Observances and Public Education) project including groups of secondary science teachers (n=8), defined as scientifically literate, and the general public (n=7) were analyzed using Atlas.ti 5.0. Focus groups were conducted with trained leaders, recordings were professionally transcribed and coding was done by 2 coders (with inter-coder agreement of 85%). Focus groups explored multiple aspects of cancer and asthma and allergy in the context of discussing their perceptions of health-related research. Results identify a marked difference between the two groups in their articulation of environmental contributions to cancer and asthma and allergy. For example, only one person out of all public groups mentioned an environmental factor as a concern for cancer research versus 8 persons in the scientifically literate groups. This presentation will discuss differences between the two groups in their perceptions of health-related research and recommend ways to communicate environmental contributions to health problems to the general public.