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“公众理解科学”一词涉及科学与社会的关系, 有两个方面的含义。一方面是指有公众参与的各种各样的科普活动。其表现往往带有社会行为的特征, 有主导人物、资源和不断扩大的活动储备。另一方面是指一个不断发展的经验性社会研究领域。本文重在论述后者的演变, 它分为 3 个阶段, 即科学素养 ( 迄于20世纪80 年代) 、公众理解科学 (20世纪80年代到90年代) 和科学与社会 (20世纪90年代后) 。这里称谓的变化不容忽视。各阶段的陈述均包含针对科学与社会之关系的症结所做出的专门判断, 特别要研究的问题以及优先考虑的介入策略; 同时可以看出, 各阶段之更替在修辞上表现出的是一种“进步”。比较此 3 个“范式”之后, 作者不禁发问: 此领域中的研究工作真的有什么进步吗?
The term “public understanding of science” relates to the relationship between science and society and has two meanings. On the one hand refers to the public participation in a variety of popular science activities. Its performance tends to be characterized by social behavior, with leading figures, resources and an expanding pool of activities. On the other hand, it refers to a growing area of empirical social research. This article focuses on the evolution of the latter, which is divided into three phases: scientific literacy (as of the 1980s), public understanding of science (the 1980s and the 1990s) and science and society (after the 1990s ). The title change here can not be ignored. The statements at each stage contain the specific judgments made on the crux of the relationship between science and society, the issues to be researched in particular, and the intervention strategies that are prioritized. At the same time, we can see that the change in each stage shows rhetorically Kind of “progress”. After comparing these three “paradigms,” the author can not help asking: Are there really any advances in research in this area?