اندازه گیری سواد علمی ایرانیان واجد دسترسی به اینترنت در دو بعد شناختی و رفتاری

سواد علمی مفهوم با سابقه  ‌ای است و علاوه بر حوزه آموزش علوم در حوزه ارتباطات علم و سیاست گذاری علم و فناوری نیز موضوع مهمی به شمار می رود. اهمیت سواد علمی از اینجا ناشی می شود که جوامع امروزی هر چه بیشتر علمی و فناورانه می شوند و علم و فناوری در همه ابعاد زندگی از خوردن تا اوقات فراغت و تا اشتغال و دیپلماسی را دربرگرفته است.  از این رو، مهم است که شهروندان واجد سواد علمی باشند. سواد علمی وضعیت و سطح دانش علمی در مواضع مختلف زندگی انسان را نشان می دهد. این مقاله قصد دارد تا سواد علمی شهروندان بالای 18 سال ایرانی را که به اینترنت دسترسی دارند و واجد پست الکترونیکی هستند، مطالعه کند. ابزار گردآوری داده ها، پرسشنامه ای است که دو بعد سواد علمی را با 18 سوال مورد سنجش قرار می دهد. جمعیت مورد مطالعه، تمام ایرانیانی هستند که بالای 18 سال سن دارند و به اینترنت دسترسی دارند. با توجه به این که این مطالعه از پیمایش برخط استفاده کرده است، روش نمونه گیری تصادفی غیرفهرستی به کار گرفته شده است. تعداد 498 نفر پرسشنامه را تکمیل کردند که 461 پرسشنامه صحیح و کامل بودند و برای تحلیل انتخاب شدند. نتایج نشان می دهد که سواد علمی در بین ایرانیان بیش از متوسط است. همچنین، این مطالعه نشان داد که محتوای علمی در رسانه های اجتماعی نقش مهمی در افزایش سواد علمی کارکردی دارد. این پژوهش پیشنهاد می کند که سیاست گذاران و نهادهای مرتبط از نتایج این پژوهش استفاده کنند و پیمایش های منظمی برای اندازه گیری سواد علمی ایرانیان را برنامه ریزی کنند. بدیهی است که نتایج این پیمایش موجب درک بهتر بافتار اجتماعی ایران و دستیابی به راهکارهای درست برای حل مسائل علمی و آموزشی می شود.

measuring the scientific literacy of iranians with access to the internet in two cognitive and behavioral dimensions

this paper aimed to measure scientific literacy among iranian citizens with internet access. the term scientific literacy was noticed in the 1950s; when the second world war finished and the space race started.  scientific literacy is important for living in contemporary knowledge-based societies. it is a continuum from nominal, functional, and conceptual-procedural to multi-dimensional literacy. this indicates that science literacy is more than just writing and reading; it deals with everyday life and social acting in the vuca world. since it is a vague concept, many studies try to define scientific literacy. many studies strive to assess the level of individuals from different groups, nationalities, or comparative. to define the concept of scientific literacy, researchers show different aspects of scientific literacy such as the nature of scientific literacy; using the scientific process for problem solving, decision making, and understanding the world; lifelong learning; and appreciating science and technology and their relation to society. generally, these researches indicate that the interactions between three parts of science-technology-society are the main indicator of scientific literacy. the mentioned dimensions and levels indicate that a scientifically literate person should have attitudinal, social and interdisciplinary characteristics with each other, plus intellectual and cognitive capacity. it must be said that knowing basic science facts is only a small part of the components of scientific literacy, however, it is critical and forms the basic level of literacy. this is the first phase of understanding science-related issues and solving them and it is called nominal scientific literacy. previous studies in iran demonstrated that a comprehensive and national survey of public scientific literacy in iran is needed.this research includes two parts: first, it constructed and verified a questionnaire that is the assessment tool. second, measuring public scientific literacy by that questionnaire. a qualitative approach and documentary analysis are used to construct and validate the questionnaire which includes various items and dimensions. to receive advice and opinions from experts and professors, a preliminary questionnaire was sent to them, and received their expert opinions. after applying comments, the questionnaire was revised and this process was repeated. finally, the questionnaire related to scientific literacy with the number of 18 questions was finalized. the format of questions was likert scale and yes/no questions. using the coefficient of variation ratio (cvr) and cronbach's alpha, the reliability and validity of the questionnaire were assessed. in most studies, public scientific literacy has been measured based on dimensions such as cognition, behavior, attitude, evaluation and knowledge. however in this questionnaire, only two dimensions of cognition and behavior were studied, the first one representing nominal literacy and the other representing functional literacy.the data collection tool was a validated questionnaire that assessed two dimensions of science literacy with 18 questions. the study's statistical population included all the citizens of iran over 18 years of age who have access to the internet. since this study used an online survey, the non-list-based random sampling method was utilized. 498 completed questionnaires were received, of which 461 were correct and complete and therefore were selected. data was entered into spss software and analyzed using a one sample t-test and friedman test.based on findings 62.4 percent of respondents are female and the number of male participants was 37.6 percent. most of them were literate scientifically, probably because 89 percent were educated at university, more or less. data show that the memorization level of respondents was high and this is significant; because memorization can play an important role in learning, no matter people's age.