Perception and Reality: Two Dimensions of Scientific Literacy Measures

Research Article

Abstract

In the 21st century, individuals are expected to be scientifically literate and develop themselves in this direction. However, wrong judgments about self-competence, such as overconfidence, can cause mistakes in the process of solving problems related to science and technology and prevent making right decisions. This situation, known as the Dunning-Kruger effect, is defined as a person's overconfidence in their abilities, knowledge and skills. The aim of this study is to examine the relationship between individuals' perceptions and observed levels of scientific literacy. Survey method was employed to conduct the study. The science literacy scale (SLS) developed by researchers was administered to 5426 adults aged between 18 and 65. The participants were asked to make predictions about the scores they could get from SLS before and after it was administrated. A significant and positive relationship between the pre- and post-scores that the participants predicted to receive from the scale and the scores they got from the scale was found. The difference between the individuals' observed science literacy levels and their predictions generally decreases by educational degree. The individuals’ awareness of their real situation increased after seeing the questions in SLS.