Public understanding of science and technology embedded in complex institutional settings

Abstract

We use a constructivist analysis to describe how citizens learn and integrate highly technical scientific information about a new technology (bioremediation) within the context of a risk-based relationship with a federal agency in their own backyards. We engaged members of the general public in a workshop process where they produced a consensus report that describes how bioremediation works, characterizes the scientific issues not yet addressed, and sets the problem within the context of institutional arrangements for the production of knowledge. On the basis of their social roles in their communities, they applied new knowledge to their own experiences and worked at ways to translate their understanding of the technology into information that could be used in their multiple roles as learners in the workshop, as well as citizens and family members outside the workshop.