The Influence of Knowledge Acquisition on Attitudes Towards Radiation and Nuclear Technologies Among Non-Experts in Saskatchewan

A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Public Policy, University of Regina. xii, 242 p. The information deficit model attempts to explain the difference in attitudes that are held between experts and the lay public towards the use and application of matters of science. This model suggests that a paucity of scientific understanding and knowledge can lead to skepticism regarding a particular matter of science, and rejection of its use in a societal context. For example, in the case of radiation, non-experts view nuclear power plants and nuclear waste as riskier than do scientific experts on radiation, while the opposite is true when radiation is being applied in a medical context. The information deficit model is critiqued by opponents who point out that by focusing on the difference in knowledge between experts and non-experts, other elements that shape attitudes are not considered (such as ideology, political affiliations, religion, and valuebased identities). Direct testing of the information deficit model through application of an experimental approach is a gap in the existing literature. This research addressed this gap by performing a test of the information deficit model used a controlled experimental method. Random digit dialing was used to query 500 residents of Saskatchewan on their attitudes and knowledge about radiation. Subsequently, 80 of those individuals were separated into an education group (n = 43) and control group (n = 37). The education group received an education booklet and viewed educational videos on radiation. Both groups were then queried again on their attitudes and knowledge on radiation using the same questionnaire. A regression model of the responses from all 500 participants indicated a significant relationship between knowledge about radiation and attitudes towards radiation. Within the experimental treatment, the education group saw a significant increase in radiation knowledge along with an increase in overall radiation attitudes and specific radiation attitudes pertaining to nuclear power and societal approaches to radiation. This resulted in a lower risk assessment for some aspects of radiation among the education group, including nuclear power plants. When medical radiation was considered, the education group had a significantly higher attitude following the educational intervention when initial attitudes were low, and a significantly lower postintervention attitude when the initial attitude was the highest possible score. In a similar vein, CT scans were rated as riskier by education participants than the control group following the intervention. Pearson’s correlation indicated that, within the education group, the change in knowledge scores was correlated with a change in radiation attitude scores, with the exception of medical radiation. While not precluding the role of other factors, the results here indicate a role for knowledge in the formation of attitudes towards radiation. This understanding allows for a more robust prediction towards how the general public may participate in public policy processes, such as deliberative engagement. Student yes