Report on public attitudes towards science and technology · REPORT ON PUBLIC ATTITUDES TOWARDS SCIENCE & TECHNOLOGY PREPARED FOR: MINISTRY OF BUSINESS, INNOVATION & EMPLOYMENT OCTOBER

REPORT ON PUBLIC ATTITUDES

TOWARDS SCIENCE & TECHNOLOGY

PREPARED FOR:

MINISTRY OF BUSINESS, INNOVATION & EMPLOYMENT

OCTOBER 2014

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CONTENTS 1. SUMMARY 5

2. BACKGROUND, OBJECTIVES AND METHODOLOGY 15

2.1 Background 15

2.2 Research Objectives 15

2.3 Methodology 16

2.4 The Survey Process 16

2.5 Questionnaire Design 17

2.6 Sample Sources 17

2.7 Survey Timing 18

2.8 Survey Reliability 18

2.9 Quotas and Weighting 18

2.10 Sample Profile 19

2.11 Reporting Protocols and Interpretation of Results 21

3. ATTITUDES TO SCIENCE AND TECHNOLOGY 23

3.1 Introduction 23

3.2 Feelings about Science and Technology (the Emotive Dimension) 23

3.3 Understanding of Science and Technology (the Cognitive Dimension) 25

3.4 Interest in Science and Technology 28

3.5 Perceived Importance of Science and Technology 35

3.6 Other Attitudes to Science and Technology 46

3.7 Comparison of Attitudes with International Results 50

4. BEHAVIOURS RELATING TO SCIENCE AND TECHNOLOGY 55

4.1 Introduction 55

4.2 Academic Engagement 55

4.3 Event or Attraction-based Engagement 57

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4.4 Community-based Engagement 59

4.5 Work-based Engagement 62

4.6 Media Engagement 64

5. LEVEL OF INFORMATION RELATING TO SCIENCE AND TECHNOLOGY

76

5.1 Introduction 76

5.2 Amount of Information Received 76

5.3 How Well Informed about Science & Technology 79

5.4 Comparison with International Results 82

6. MODEL OF ENGAGEMENT WITH SCIENCE & TECHNOLOGY 88

6.1 Introduction 88

6.2 Attitudinal Index 92

6.3 Behavioural Index 93

6.4 Relationship between the Attitudinal Index and the Behavioural Index 94

6.5 Overall Engagement Index 95

6.6 Analysis of Overall Index Scores by Demographics & Attitudes to Life 96

7. SEGMENTATION ANALYSIS 101

7.1 Introduction – the 2010 Segmentation Model 101

7.2 Repeating the Segmentation Conducted in 2010 102

7.3 New Segmentation of 2014 Results 103

7.4 Profiling the 2014 Segments 103

7.5 Detailed Analysis of 2014 Segments by Survey Results 107

APPENDICES 116

1. Comparison of 2010 with 2014 Results 116

2. Comparison of 2014 Online and CATI Survey Results 120

3. Technical Description of the Weighting 133

4. Online Questionnaire 134

5. CATI Questionnaire 146

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SECTION 1 SUMMARY

Page 5

1. SUMMARY

Attitudes to Science and Technology

In general the New Zealand public aged 15 or more is strongly positive about science and technology with 79% agreeing that they enjoy finding out about new ideas in science and 84% agreeing that they enjoy finding out about new ideas in technology

Their interest in science and technology is also generally high, although only around four in ten are interested in learning more about how Mātauranga Māori (traditional Māori knowledge) relates to science:

TOPIC AREA % WHO ARE INTERESTED

Developments in science 81%

Doing more science/ technology activities with your children/young people you spend time with

66%

Having your say on ethical issues around science 65%

Having your say on what scientific areas government should invest in 65%

Taking part in scientific projects of benefit to your community 63%

Learning more about how Mātauranga Māori (traditional Māori knowledge) relates to science

41%

The three main reasons people expressed for being interested in developments in science included:

o Being interested in how science and technology can improve our society (52%)

o It feels good to hear about scientific and technological breakthroughs (44%)

o There are some great documentaries and articles in the media (37%)

By contrast, for the 18% of people who are not very or not at all interested in science developments, the

main reasons were:

o I'd rather leave it to the experts (31%)

o Other issues are more relevant to me (also 31%)

o It's just too complicated (25%)

While only 59% feel science is important in their daily life, there is strong support for people studying

and pursuing careers in science and technology:

TOPIC AREA % WHO PERCEIVE THE AREA AS IMPORTANT

Technology is an important subject for people to study at school 90%

Science is an important subject for people to study at school 90%

Knowledge of science is useful for increasing career opportunities 84%

Science is a worthwhile career to pursue 83%

It is important to be kept up-to-date on science issues 80%

Science is important in my daily life 59%

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A large proportion also feel science is important in a range of areas relating to improving society, the environment and the economy:

TOPIC AREA % WHO PERCEIVE THE AREA AS IMPORTANT

Science is important for improving human health 91%

Science is important for the preservation of New Zealand's environment 87%

NZ needs to develop its scientific & technology sector in order to enhance its international competitiveness

83%

Science is important for addressing key challenges affecting our society 82%

The government should fund scientific research even if we can't be sure of economic benefits

69%

However, the public’s understanding of science and technology is somewhat weaker, with 35% feeling that science and technology is too specialised for them to understand and 51% feeling that there is so much conflicting information about science that it is hard to know what to believe

In addition, six out of ten (62%) think scientists should listen more to what ordinary people think. Four in ten (39%) think Mātauranga Māori has a role in science; however 25% disagree

Attitudinal Index

We constructed an Index of Attitudes to Science and Technology with a range from 0 to 100. This Index gave an equal weighting to four dimensions of peoples’ attitudes: 1) their emotive attitudes (how much they like science and technology); 2) their cognitive understanding; 3) their interest in science and technology; and 4) the perceived importance of science and technology. How this Index was calculated is explained in more detail in Section 6.1

The overall Attitudinal Index score was 67 out of 100

This Index enabled us to cross-analyse attitudinal engagement with science and technology by demographics, with the following results:

Average Attitudinal Index 67

Attitudinal index above average

Have a postgraduate degree 75

Have some formal scientific training 74

Work in science, technology and IT 74

Personal income more than $80,000 per year 73

Work in education & training 73

A university graduate 70

Personal income $60,000 to $80,000 per year 70

Family with mainly school children 69

Aged 35 to 44 years 69 Attitudinal index below average

High school qualification only 63

Retired 63

Not working 63

No academic qualification 60

Those with higher levels of education, some formal scientific training and higher personal incomes,

people aged 34 to 44 and those in families with mainly school children are more likely to have an

above-average Attitudinal Index, as are those who work in the areas of science, technology and IT and

education & training. In contrast, those with lower levels of education, the retired and people not

working are more likely to have an Attitudinal Index that is significantly below the average result

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Compared with other recent international studies, New Zealanders’ attitudes to science and technology

compare quite favourably as shown in the following table which compares results where exactly the

same question was asked in the respective surveys:

MEASURE

NZ RESULTS

(CURRENT STUDY 2014)

UK RESULTS

(IPSOS MORI STUDY 2014)

EUROPEAN RESULTS

EUROBAROMETER 2013

Scientists should listen more to what ordinary people think (% agree)

62% 69% NA

NZ/the UK needs to develop its scientific & technology sector in order to enhance its international competitiveness (% agree)

83% 81% NA

Interested in developments in science (% very interested & fairly interested)

81% NA 53%

Level of Information Relating to Science

Almost half those surveyed (48%) feel they get about the right amount of information about science

these days. A slightly smaller proportion (42%) feel they get too little information, while only 7% feel

they get too much

Older/retired people, older people with no children, males and Pākehā/European people are more likely

to feel they get about the right amount of information about science these days. On the other hand,

females, those aged 25 to 34, people with no educational qualifications and Māori people are less likely

to feel they get the right amount of information

How Well Informed People Feel about Science

Public views on how well they are informed about developments in science are polarized – while 62%

feel well informed, 36% feel they are not well informed

Those working in science, technology and IT, with higher levels of education, some formal scientific

training, those with higher personal incomes and males are more likely to feel well informed about

developments in science and technology. By contrast, females, those with personal incomes of $20,000

to $40,000 per year, those not working and people with no educational qualifications are less likely to

feel well informed.

International Comparisons re Information Levels and Being Well Informed

New Zealanders’ perceived levels of information and feeling well informed compare favourably with

other recent international reports as shown in the next table which compares results where exactly the

same question was asked in the respective surveys:

MEASURE

NZ RESULTS

(CURRENT STUDY 2014)

UK RESULTS

(IPSOS MORI STUDY 2014)

EUROPEAN RESULTS

EUROBAROMETER 2013

Level of information received about science is about right (%)

48% 40% NA

Feel well informed about science (% very well and fairly well informed)

62% NA 40%

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Behaviours Relating to Science and Technology

We also asked about the activities people had undertaken in the last year relating to science and

technology, broken into five main areas as illustrated below:

Nine out of ten (92%) had engaged in an activity relating to science and technology in the last year,

most commonly via the media (87%)

The top ten activities they engaged in are shown below:

BEHAVIOURAL ENGAGEMENT WITH SCIENCE & TECHNOLOGY IN THE LAST YEAR

87%

63%

53%

51%

24%

MEDIA ENGAGEMENT

EVENT OR ATTRACTION BASED ENGAGEMENT

ACADEMIC ENGAGEMENT

COMMUNITY BASED ENGAGEMENT

WORK BASED ENGAGEMENT

92%

ANY ACTIVITY

72%

56%

50%

46%

44%

44%

44%

34%

29%

29%

WATCHED A PROGRAMME WITH A SCIENTIFIC THEME ON TV

READ SCIENTIFIC ARTICLE/S IN NEWSPAPER/S OR MAGAZINE/S

VISITED A ZOO, AQUARIUM, MUSEUM, PLANETARIUM OR SCIENCE CENTRE AND CHECKED OUT THE SCIENCE EXHIBITS

CONDUCTED PERSONAL RESEARCH FOR YOURSELF ON THE INTERNET REGARDING SCIENTIFIC TOPIC/S

DONATED MONEY TO SUPPORT SCIENTIFIC RESEARCH E.G. CANCER RESEARCH

VIEWED A VIDEO ON A SCIENTIFIC TOPIC ONLINE

VISITED AN ONLINE NEWS SITE AND CHECKED OUT BREAKING NEWS ABOUT SCIENCE

LISTENED TO A SCIENTIFIC TOPIC ON THE RADIO

HELPED A SCHOOL-AGE CHILD ON A SCIENTIFIC PROJECT

VISITED AN ATTRACTION WHERE SCIENCE IS PROFILED IN AN OUTDOOR NATURAL ENVIRONMENT

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Other than the top ten activities depicted in the previous chart, activities conducted by less than 29% of

the population include:

o Academic engagement: Around a quarter have listened to a lecture on a scientific topic (26%)

or read a formal scientific paper (25%), while 19% have visited a school or university to learn

more about a technology or science topic and 19% have formally studied a scientific topic

o Media engagement: 21% have downloaded a science app, 20% have read or responded to a

blog on a scientific topic and 20% have discussed a scientific topic on social media

o Event-based engagement: 19% have attended a business or industry based event where the

uptake of science and technology is highlighted while 17% have attended or participated in a

science event

o Work-based engagement: 18% have created new science-based products or practices at

work while 15% have undertaken additional scientific training or education at work

o Community-based engagement: around one in six (16%) have taken part in a scientific

project or discussion within their community

Behavioural Index

We constructed a Behavioural Index with a range from 0 to 100. This Index gave an equal weighting to five dimensions of peoples’ activities: 1) Academic engagement; 2) Event or attraction-based engagement; 3) Work-based engagement; 4) Community-based engagement; and 5) Media engagement. How this Index was calculated is explained in more detail in Section 6.1

The total Behavioural Index score was 28 out of 100. This Index was skewed towards those conducting fewer activities. Indeed, a third of the population (33%) had Index ratings from 0 to 14 out of 100

This Index enabled us to cross-analyse behavioural engagement with science and technology in the last year by demographics, with the following results:

TOTAL: Average Behavioural Index 28

Behavioural index above average





Work in community services/ healthcare 36




Work in construction/design/engineering 34

Work in farming 34 Behavioural index below average

Retired 20


Not working 15

The Overall Index

The Attitudinal and Behavioural Indices were combined to form a single Overall Index, in a ratio of 40:60, on the theory that behaviour represents more involvement than just having positive attitudes

The Overall Index score was 43, and the Index scores had a fairly normal distribution (see Section 6.1)

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Again this Overall Index score enables cross-analysis by demographics as follows:

TOTAL: Overall index result 43

Overall index above average

Some formal scientific training 54

Post graduate degree 53





University graduate 49


Work in farming 48 Overall index below average

Retired 37


Not working 34

Further analysis of Overall Index scores by demographics revealed:

There was little variation in the Overall Engagement Index by age except older people aged 55 or more are less engaged

Males are more engaged than females

Those living in families with mainly school age children are significantly more engaged while older singles or couples with no children at home are less engaged

There is a strong relationship between more academic qualifications and more engagement with science and technology and having some formal scientific training has a marked impact on being positive about science and technology

As personal and household income levels increase, engagement with science and technology increases

There were no statistically significant variations in the Engagement Index by ethnicity

Regional results for the Overall Engagement Index are all fairly similar to the overall result

Those living in rural areas including small towns of up to 200 people are more engaged with science and technology than other groups.

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We also examined the key attitudes to life of those who have relatively high compared with relatively low Overall Index ratings as shown in the chart below:

Those who agree that I need to do more formal study to advance my career have the highest Overall Index score (47). Segmenting the population Statistical analysis was used to segment the population in terms of their attitudes to science and technology, their behaviours relating to science and technology and their demographic characteristics. The names and sizes of the five different segments identified are shown below:

47

46

46

46

45

45

44

43

42

41

39

I NEED TO DO MORE FORMAL STUDY TO ADVANCE MY CAREER (N=1,048)

I AM AN ENVIRONMENTALIST AT HEART (N=1,724)

WE SHOULD MAKE SURE NZ KEEPS ITS MAORI CULTURE (N=1,898)

A MULTI-CULTURAL SOCIETY IS A STRONG SOCIETY (N=2,011)

I AM VERY ATTRACTED TO NEW IDEAS (N=2,442)

I BELIEVE NZ IS HEADING IN THE RIGHT DIRECTION (N=1,570)

IT IS IMPORTANT TO LEARN NEW THINGS THROUGHOUT LIFE (N=2,775)

TOTAL

I AM ON A VERY TIGHT BUDGET (N=1,901)

EVERYTHING IN NZ IS CHANGING TOO FAST (N=842)

LIFE IS A CONSTANT STRUGGLE FOR ME (N=890)

Only significant differences are shown above

ABOVE AVERAGE

BELOW AVERAGE

31%

25%

19%

10%

15%

Penelope Public

Optimistic Oliver

Anxious Angela

Negative Nellie

Bunsen Burner Barry

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Each of these segments is profiled below:

BUNSEN BURNER BARRY (15% OF THE TOTAL)

ATTITUDES & BEHAVIOUR DEMOGRAPHICS

• Strongly likely to enjoy science & technology • 57% are male

• Don’t find these areas difficult to understand • All age groups

• Very interested and more likely to find all scientific

areas important

• 25% are from a provincial city

• 79% have undertaken science activities at work• 25% have a post-grad

qualification

• 89% have engaged in some community based

activity

• 52% have some formal

scientific training

• 98% have attended a science event or attraction • Highest income levels

• 100% have some academic or media engagement

• 95% attracted to new ideas

TOTAL

BUNSEN BURNER BARRY

ATTITUDINAL INDEX SCORE 67 81

BEHAVIOURAL INDEX SCORE 28 67

OVERALL INDEX SCORE 43 72

KEY:

SIGNIFICANTLY HIGHER:

SIGNIFICANT LOWER :

PENELOPE PUBLIC (31% OF THE TOTAL)


• Many results in line with the total • 57% are female

• Attitudes are generally positive while activities

undertaken are less than the average• 37% aged 55 or more

• 90% enjoy finding out about new technologies • 26% have a Polytechnic

qualification• 85% interested in developments in science

• 55% find conflicting information confusing• Only 20% have any formal

scientific training

• Only 53% find science important in their daily life

• Have a strong belief in the importance of science

for society and the economy

• 97% have engaged in some media activity (77%

have watched scientific programmes on TV)

TOTALPENELOPE

PUBLIC




KEY:


SIGNIFICANT LOWER :

OPTIMISTIC OLIVER (25% OF THE TOTAL)


• Very positive overall attitudes • 52% male/ 48% female

• Second only to Bunsen Burner Barry in activities

undertaken• All age ranges

• 93% enjoy finding out about new scientific ideas • 32% have some scientific training

• Interested in all aspects of science • Second highest income levels

• 79% find science important in their daily life

• Second in media engagement behind Bunsen

Burner Barry

• Highest agreement that NZ is heading in the right

direction (64%)

• 100% agree it is important to learn new things

throughout life

TOTALOPTIMISTIC

OLIVER




KEY:


SIGNIFICANT LOWER :

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In order to lift public engagement with science and technology we suggest that MBIE should target the

Optimistic Oliver and Penelope Public segments, together representing 56% of the population as these

represent groups who are relatively open to more engagement with science and technology. By contrast, the

Bunsen Burner Barry segment does not need convincing, and could be potentially enrolled as evangelists for

greater engagement. On the other hand, we believe the Anxious Annie and especially the Negative Nellie

group will be more difficult targets to convince.

ANXIOUS ANGELA (19% OF THE TOTAL)


• Only Negative Nellie is behind this group in attitudes

and behaviour• 56% are female

• Only 57% enjoy finding out about new scientific ideas • 37% aged 55 or more

• 48% find this area too specialised to understand • Only 10% live in a rural area

• 60% feel there is too much conflicting information

• They are not very interested and are less inclined to

find all areas are important

• 42% have a high school

qualification only

• Very low academic engagement (only 15%)• 88% have no formal scientific

training

• Only 48% believe New Zealand is heading in the right

direction

• 36% feel everything in NZ is changing too fast

TOTALANXIOUS ANGELA




KEY:


SIGNIFICANT LOWER :

NEGATIVE NELLIE (19% OF THE TOTAL)


• Very disengaged • 53% female/ 47% female

• No one in this group has engaged in any activities

relating to science and technology• 37% aged 55 or more

• Only 50% enjoy finding out about new scientific

ideas

• 26% have no academic

qualifications

• Only around a third want to have their say about

this area

• 93% have no formal scientific

training

• Only 63% feel science is a worthwhile career to

pursue

• 39% say life is a constant struggle

• Only 38% say NZ is heading in the right direction

TOTALNEGATIVE

NELLIE




KEY:


SIGNIFICANT LOWER :

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SECTION 2 BACKGROUND, OBJECTIVES AND METHODOLOGY

Page 15

2. BACKGROUND, OBJECTIVES AND METHODOLOGY

2.1 Background

The New Zealand government has identified that science, and the knowledge and innovation that flow from scientific progress, have a critical role in defining New Zealand’s future. Accordingly the government has developed a national strategic plan for science in society. The Ministry of Business, Innovation & Employment (MBIE) and the Office of the Prime Minister’s Chief Science Advisor (PMCSA) will oversee the implementation of this plan. Accordingly, MBIE commissioned Nielsen to conduct benchmark research into public engagement with science and technology to enable monitoring over time. While Nielsen conducted three previous surveys on public attitudes to science in 2002, 2005 and 2010 for the previous Ministry of Research, Science and Technology (MORST), the current survey has been re-designed to give a broader focus on engagement with science and technology. The 2014 survey recognises the multi-dimensional nature of engagement with science and technology and covers attitudinal engagement (emotive and cognitive) as well as behavioural engagement in a range of areas (academic, event or attraction-based, community-based, work-based and media engagement). There are two components to the research:

1. A quantitative survey which is the topic of the current report

2. A qualitative research phase to enable the Ministry to gain a deeper understanding of the attitudes of specific interest groups. The approach and scope of work will be based on the results from the quantitative survey.

This report covers the results of the Quantitative Survey conducted in August/September 2014.

2.2 Research Objectives

The main objectives of the current Quantitative Survey were as follows:

1. To provide a nationally representative measure of the following areas which can be used to monitor

changes over time:

• general attitudes towards science and technology

• how informed people feel about developments in science and technology

• whether the level of information they see and hear about science is too much or too little

• the activities they have undertaken in relation to science and technology

• their level of interest in a range of areas relating to science and technology

• reasons for being interested/ not interested in science and technology

• their world view attitudes e.g. their attitudes around protecting the environment, the state of their finances, their openness to new ideas and whether a multicultural society is a strong society etc

• whether they have any formal training in science

• their demographic characteristics including age, gender, income and ethnicity etc 2. To construct a model of engagement with science and technology including an Index of Engagement

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3. To cross-analyse the results by demographic variables to determine the types of people who are more

and less likely to be engaged with science and technology

4. To segment the public in terms of their varying levels of engagement with science and technology

5. Where possible to compare the results with previous studies conducted for MORST in New Zealand and

with other international reports including Eurobarometer studies (European Union – 2013 and 2014), Public

Attitudes to Science (UK - 2014) and How do Australians Engage with Science? (2014)

2.3 Methodology

In order to provide a representative sample of New Zealanders aged 15 or more we used a mixed methodology including both an online survey and a telephone survey with a CATI approach (Computer Assisted Telephone Interviewing). The reason for this mixed approach relates to the following table which shows the proportion of the population aged 15 plus who have accessed the Internet in the last four weeks compared with those who live in households with landline telephones, the medium for conducting a CATI (Computer Assisted Telephone Interviewing) survey:

y/e March 2010 y/e March 2014

Accessed the Internet in the last 4 weeks from any source

81% 86%

Have a landline telephone 86% 69%

Either accessed the Internet OR have a landline telephone

96% 96%

Source: Nielsen Consumer & Media Insights Survey Over the last four years, Internet usage has become much more common than having a landline telephone and relying on just a CATI approach would not have delivered representative results for the total population. Similarly, while 86% of the population access the Internet at least every four weeks, a solely online approach would have missed the 14% of the population who don’t access the Internet regularly. This mixed approach also allows us to directly compare the current results with results from the 2010 survey (which also used a mixed CATI/online methodology). Because of the differences inherent in answering survey questions using different methodologies it is safest to compare results for the same method e.g. online in 2014 vs online in 2010 and CATI in 2014 vs. CATI in 2014. We can also compare current results with 2005 and 2002 survey results (which both used a CATI approach – in these instances we can compare 2014 CATI results with 2005 and 2002 CATI results). Comparisons of 2010 and 2014 results are included in Appendix One. 2.4 The Survey Process

a) Online survey process

Prospective participants for the online survey were sent invitations to take part via an email which included a link to the survey. Online surveys were hosted on a Nielsen server. Anonymity was guaranteed and participants could ask questions about the surveys and resolve any connection issues by emailing Nielsen.

The first 100 interviews constituted a pilot of the online survey to ensure it was understandable and flowed correctly.

b) Telephone survey process

Infield International, Nielsen’s fieldwork partner, conducted the telephone interviews using a CATI approach (Computer Assisted Telephone Interviewing). Interviewers were briefed thoroughly before the survey commenced.

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Seventy five pilot CATI interviews were conducted, mainly focusing on the interview duration as in the initial pilot the duration averaged 21 minutes which was more than budgeted and would have had a negative effect on the survey response rate. By slightly reducing the number of questions and adjusting how some questions were asked, the average duration was reduced to 17 minutes for the CATI survey.

2.5 Questionnaire Design

The questionnaires for each survey were developed in close consultation with MBIE.

Questionnaire design incorporated:

questions from the 2010 survey of attitudes to science conducted by Nielsen for MORST. Core questions which formed the basis of the segmentation analysis in 2010 were retained so we could repeat this analysis in 2014

new questions designed to provide a broader measure of engagement than in the 2010 survey

key questions from international studies conducted in Europe and the UK in order to facilitate international benchmarking

Both the online and CATI surveys had the same questions and the average survey duration was 10 minutes for the online survey and 17 minutes for the CATI survey. One feature of the online survey was that any responses such as “don’t know” answers that were not read out directly to respondents in the CATI survey were presented in a less obtrusive colour in the online survey in an attempt to maintain consistency between the two surveys. The Online and CATI questionnaires used for this project are included in Appendix 4 and 5 respectively. 2.6 Sample Sources

Survey participants were drawn from two sources as listed below:

Survey Sources of participants

1. The online survey The Survey Sampling International (SSI) online research panel. This panel was formerly run by Nielsen but was sold to SSI in 2010. The panel has over 65,000 active members in New Zealand.

Members are rewarded for the time they spend answering surveys with incentives including vouchers, movie tickets, pre-pay phone vouchers, as well as the opportunity to donate to a range of charities. Recruitment also stresses intangible benefits - "the chance to have your say".

This panel is used for research purposes only and there is no inherent bias amongst panellists towards any particular products or services.

2. The CATI telephone survey Randomly generated landline telephone numbers were used to create the sample frame.

In this case, no incentives were offered to prospective participants.

To ensure a random selection of respondents, after ringing the household the interviewer asked to speak to the person in the household aged 15 years or older with the next birthday.

Survey Sources of participants

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2.7 Survey Timing

Fieldwork was conducted from 26 August to 18 September 2014.

Dates for specific surveys were:

Survey Start date End date

1. The online survey 26 August 15 September

2. The CATI telephone survey 25 August 18 September

2.8 Survey Reliability

With an overall sample size of 3,004, the total results are highly robust, with a maximum predicted margin of error of ± 1.8%. The total sample sizes and predicted reliability of the results for each survey are summarised below:

Survey Unweighted

Sample Size

n=

Maximum Predicted

Margin of Error

1. The online survey 2,504 ±2.0%

2. The CATI telephone survey 500 ±4.4%

Achieving such a large overall sample means that results are very reliable at the total level. Moreover, the sizes of individual sub-samples (e.g. for various demographic groups) are also generally sufficient to provide reliable results.

Some examples of special interest groups follow, based on the combined results from both surveys:

Sub-sample Unweighted

Sample Size

n=

Maximum Predicted

Margin of Error

Age 15 to 19 199 ±6.9%

Age 75 plus 162 ±7.7%

Young single people living alone 138 ±8.3%

Young couple with no children 177 ±7.4%

Living in a rural area (includes living in a very small town of less than 200 population)

345 ±5.3%

No educational qualification 313 ±5.5%

Māori 282 ±5.8%

Pacific people 162 ±7.7%

Asian 269 ±6.0%

2.9 Quotas and Weighting a) Quotas

To ensure a representative sample, quotas were set by age, gender and Region to reflect the national population aged 15 plus based on the 2013 Census.

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b) Weighting

As this study involved sample surveys, some groups (based on age, gender, ethnicity and location) are under- or over-represented in the survey responses. To account for this, the responses were weighted by age, gender, Region and ethnicity to be representative of the national population aged 15 plus. The CATI and online survey responses were also merged in proportion to the number of people who regularly access the Internet versus the number living in households with telephone landlines. Technical details of the weighting are included in Appendix Three.

2.10 Sample Profile

The following tables provide a demographic breakdown of the total sample for the variables used to weight the sample i.e. age, gender, Region and ethnicity. Note that some sub-totals do not add to 100% due to rounding or multiple responses e.g. for ethnicity.

Age Unweighted

n=

Weighted

n=

Weighted

%

15-19 years 199 269 9

20-24 years 264 253 8

25-29 years 205 196 7

30-34 years 233 243 8

35-39 years 233 257 9

40-44 years 253 223 7

45-49 years 254 237 8

50-54 years 314 348 12

55-59 years 184 214 7

60-64 years 231 226 8

65-69 years 256 221 7

70-74 years 216 180 6

75 plus 162 139 5

Total 3,004 3,004 100

Gender Unweighted

n=

Weighted

n=

Weighted

%

Male 1,366 1,443 48

Female 1,638 1,561 52

Total 3,004 3,004 100

Region Unweighted

n=

Weighted

n=

Weighted

%

Northland 107 115 4

Auckland - Rodney 90 82 3

Auckland - North Shore 176 167 6

Auckland - Waitakere City 135 136 5

Auckland - Auckland City 303 281 9

Auckland - Manukau City 215 243 8

Auckland - Papakura or

Franklin 68 87 3

Waikato 281 260 9

Bay of Plenty 197 200 7

Gisborne 27 28 1

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Hawke's Bay 107 107 4

Taranaki 74 74 2

Manawatu-Wanganui 166 174 6

Wellington 350 322 11

Tasman 30 29 1

Nelson 41 44 1

Marlborough 34 36 1

West Coast 21 22 1

Canterbury 366 373 12

Otago 156 166 6

Southland 60 57 2

Total 3,004 3,004 100

Ethnicity (multiple responses allowed)

Unweighted

n=

Weighted

n=

Weighted

%

NZ European / Pākehā 2,203 1,975 66

Other European 250 220 7

Net European 2,418 2,154 72

Māori 282 354 12

Samoan 63 71 2

Cook Islands Māori 41 41 1

Tongan 25 33 1

Niuean 11 10 0

Tokelauan 3 3 0

Fijian 21 19 1

Other Pacific Island people 13 12 0

Net Pacific People 162 170 6

Chinese 65 79 3

Indian 122 149 5

Korean 13 21 1

South East Asian 38 46 2

Other Asian 40 47 2

Net Asian 269 334 11

Middle Eastern 9 6 0

Latin American 10 7 0

African 14 9 0

Other 53 33 1

Total 3,004 3,004 104

Page 21

2.11 Reporting Protocols and Interpretation of Results

Throughout the report, we report on weighted results while unweighted sample bases are provided.

When analysing differences in the results, only statistically significant differences are reported. Where we examine pairs of variables e.g. males vs. females, significance testing compares one result directly against the other. By contrast, where three or more variables are measured e.g. for different age groups, the significance testing compares results for one result at a time against the total excluding that result. These differences are identified at the 95% confidence level and account for variations in sample size.

Note that a result can be statistically significant, but not meaningful and there is a need for practical interpretation when applying the results to programme design. For instance, a significant difference could involve 48% of males agreeing with a statement compared with 52% of females. A small difference such as this may have no practical meaning, as the results are relatively close.

Where we refer to Pākehā/European people this includes people who identified their ethnicity either as NZ European/Pākehā or Other European.

Page 22

y smaller results: bold red font e.g. 15%

Small sample sizes from n=50 to n=99, where results are indicative and should be treated with caution, are depicted with a single asterisk *. Very small sample sizes of less than n=50 are indicated with two asterisks **. In these cases, while the sample size is provided, the results are not included in the report as they are not statistically reliable.

SECTION 3 ATTITUDES TO SCIENCE AND TECHNOLOGY

Page 23

3. ATTITUDES TO SCIENCE AND TECHNOLOGY

3.1 Introduction

In order to provide measures of attitudinal engagement with science and technology, survey participants were asked how much they agreed or disagreed with a series of statements covering emotive and cognitive aspects of science and technology and its perceived importance. Those interviewed were also asked how interested they were in various aspects of science and technology and their reasons for interest, or lack of interest, in developments in science and technology.

3.2 Peoples’ Feelings about Science and Technology (the Emotive Dimension)

Levels of agreement with two statements about how much people enjoy finding out about science and technology were assessed using a 5-point agreement scale from Strongly Disagree to Strongly Agree. The results are shown in the chart below:

FIGURE ONE: FEELINGS ABOUT SCIENCE AND TECHNOLOGY

In general, the public has strong positive feelings about science & technology with 79% agreeing that they enjoy finding out about new ideas in science (only 5% disagree). An even greater proportion (84%) agree that they enjoy finding out about new ideas in technology (again only 5% disagree).

The demographic groups who were significantly more and less likely to agree with these statements were very similar as shown in the following tables:

41%

43%

39%

41%

14%

10%

4%

3%

I ENJOY FINDING OUT ABOUT NEWIDEAS IN SCIENCE

I ENJOY FINDING OUT ABOUT NEWTECHNOLOGIES

Strongly agree Moderately agree Neither agree nor disagree Moderately disagree Strongly disagree Don't know

79% 5%

84% 5%

% Agree % Disagree

Next are some statements some people have made about science and technology. Please indicate how much you agree or disagree with them…?

Base Total Sample n= 3,004.

Page 24

TABLE ONE: MORE AND LESS LIKELY TO ENJOY FINDING OUT ABOUT NEW IDEAS IN SCIENCE

TOTAL: Enjoy Finding out About New Ideas in Science 79% Agree

Significantly more likely to Agree

Some formal scientific training 92%

Post graduate degree 91%

Work in farming 91%

Personal income more than $80,000 per year 89%

Asian 87%

University graduate 86%

Personal income $60,000 to $80,000 per year 86%

Male 84% Significantly less

likely to Agree

No academic qualification 69%

Not working 69%

Unweighted Base (total sample) n= 3,004

Those with formal science training, higher education levels, higher personal incomes, Asian people, males and those working in farming are significantly more positive about finding out about new scientific ideas. By contrast, those with no academic qualifications and people who are not working are less likely to be so positive.

TABLE TWO: MORE AND LESS LIKELY TO ENJOY FINDING OUT ABOUT NEW TECHNOLOGIES

TOTAL: Enjoy Finding out About New Technologies 84% Agree



Work in science, technology and IT 93%


Student 92%

Some formal scientific training 89% Significantly less

likely to Agree

Not working 79%

Retired 79%




Those with personal incomes of $60,000 to $80,000 per year, working in science, technology and IT, with postgraduate degrees, students and with some formal science training are significantly more positive about finding out about new technologies. By contrast, those who are not working, the retired, those with personal incomes of $20,000 to $40,000 per year and people with no educational qualifications are less likely to agree.

Page 25

3.3 Public Understanding of Science and Technology (the Cognitive Dimension)

Levels of agreement with two statements about how much people understand science and technology were assessed. Note that compared with the previous section, the statements were reversed i.e. disagree is a positive result. Therefore the scale in the chart below has been flipped compared with the previous chart:

FIGURE TWO: UNDERSTANDING OF SCIENCE AND TECHNOLOGY

Fairly large groups of the population feel that science and technology is confusing to understand either because it is too specialised or they are exposed to too much conflicting information.

A third of people (35%) agree that science and technology is too specialised for them to understand while 43% disagree. Around half (51%) agree that there is so much conflicting information about science that it is hard to know what to believe while only 26% disagree.

These results are cross-analysed by demographics in the following tables:

18%

8%

26%

18%

20%

21%

25%

36%

11%

15%

SCIENCE AND TECHNOLOGY ARETOO SPECIALISED FOR ME TO

UNDERSTAND

THERE IS SO MUCH CONFLICTINGINFORMATION ABOUT SCIENCE, IT

IS HARD TO KNOW WHAT TOBELIEVE

Strongly disagree Moderately disagree Neither agree nor disagree Moderately agree Strongly agree Don't know

43% 35%

26% 51%

Base Total Sample n= 3,004. Note that the scale is reversed as the statement is a negative one – disagree is a positive result


% Disagree % Agree

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TABLE THREE: MORE AND LESS LIKELY TO FEEL THAT SCIENCE AND TECHNOLOGY ARE TOO SPECIALISED TO UNDERSTAND

TOTAL: Science and technology are too specialised for me to understand 35% Agree


Pacific people 53%


Asian 47% Significantly less

likely to Agree




Work in construction/design/engineering 23%


Work in education & training 20%


Pacific and Asian people and those with no qualifications are more likely to find science and technology too specialised to understand.

On the other hand, people with postgraduate degrees, high personal incomes and some formal scientific training are less likely to agree, as are those working in the following areas:

Science, technology and IT

Construction, design or engineering

Education & training

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TABLE FOUR: MORE AND LESS LIKELY TO FEEL THERE IS SO MUCH CONFLICTING INFORMATION ABOUT SCIENCE, IT IS HARD TO KNOW WHAT TO BELIEVE

TOTAL: There is so much conflicting information about science, it is hard to know what to believe

51% Agree



Aged 55 years or over 60%

Retired 60%

Significantly less likely to Agree

Aged 45 to 54 years 42%







Young singles, living alone 32%



Those with no qualifications, older people aged 55 or more and retired people are more likely to feel there is so much conflicting information about science it is hard to know what to believe.

By contrast, those who are less likely to know what to believe because of the amount of conflicting information include:

Those aged 35 to 54

People with high personal incomes

More highly qualified people including people with some formal scientific training

Workers in the areas of science, technology and IT and education & training

Young singles, living alone

Page 28

3.4 Interest in Science and Technology

Those interviewed indicated their level of interest in six aspects of science and technology using a four-point scale from not at all interested to very interested. The results are shown in the chart below

FIGURE THREE: INTEREST IN SCIENCE AND TECHNOLOGY

The proportion who are interested (either very interested or fairly interested) in the above areas ranges from 81% who are interested in developments in science to 41% who are interested in learning more about how Mātauranga Māori (traditional Māori knowledge) relates to science.

For five out of the six areas above, levels of not being at all interested are very low (from 4% to 6%) however around a quarter (25%) are not at all interested in learning more about how Mātauranga Māori relates to science.


28%

24%

20%

20%

17%

14%

54%

42%

45%

45%

47%

27%

14%

21%

26%

25%

27%

30%

8%

6%

6%

6%

25%

5%

3%

4%

3%

4%

INTERESTED IN DEVELOPMENTS IN SCIENCE

IN DOING MORE SCIENCE/ TECHNOLOGYACTIVITIES WITH YOUR CHILDREN/YOUNG PEOPLE

YOU SPEND TIME WITH

IN HAVING YOUR SAY ON ETHICAL ISSUESAROUND SCIENCE

IN HAVING YOUR SAY ON WHAT SCIENTIFIC AREASGOVERNMENT SHOULD INVEST IN

IN TAKING PART IN SCIENTIFIC PROJECTS OFBENEFIT TO YOUR COMMUNITY

IN LEARNING MORE ABOUT HOW MĀTAURANGAMĀORI (TRADITIONAL MĀORI KNOWLEDGE)

RELATES TO SCIENCE

Very interested Fairly interested Not very interested Not at all interested Don't know


% Interested

% Not At All

Interested

81% 4%

66% 5%

65% 6%

65% 6%

63% 6%

41% 25%

How interested are you in…?

Page 29

TABLE FIVE: MORE AND LESS LIKELY TO BE INTERESTED IN DEVELOPMENTS IN SCIENCE

TOTAL: Interested in developments in science 81% Interested

Significantly more likely to be Interested








likely to be Interested

Female 78%

High school qualification only 78%

No formal scientific training 78%


Not working 74%

Māori 73%



Those with higher personal incomes, higher education levels, formal science training, working in science, technology and IT and males are significantly more interested in scientific developments whereas females, those with lower levels of education, people aged 15 to 24, those not working and Māori people are less likely to be interested.

Page 30

TABLE SIX: MORE AND LESS LIKELY TO BE INTERESTED IN DOING MORE SCIENCE/ TECHNOLOGY ACTIVITIES WITH YOUR CHILDREN/YOUNG PEOPLE YOU SPEND TIME WITH

TOTAL: Interested in doing more science/ technology activities with your children/young people you spend time with

66% Interested


Family with mainly pre-school children 88%

Family with mainly school children 86%







Pacific people 78%

Asian 77%








Older people with no children 48%

Retired 43%


People with mainly pre-school or school children, those aged 25 to 44 years, people with high personal incomes, higher levels of education and some formal scientific training as well as Pacific and Asian people are more likely to want to do more science/ technology activities with their children or young people they spend time with. Also those who work in the following areas are more likely to want to do these activities with children:



By contrast, those with no educational qualifications or a high school qualification only and older people (especially those with no children and the retired) are less likely to be interested in these activities.

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TABLE SEVEN: MORE AND LESS LIKELY TO BE INTERESTED IN HAVING YOUR SAY ON ETHICAL ISSUES AROUND SCIENCE

TOTAL: Interested in having your say on ethical issues around science

65% Interested


Have a postgraduate degree 81%





University graduate 75% Significantly less




Not working 59%

Work in retail, real estate, trades and services 56%




People with higher education levels, some formal scientific training and higher personal incomes are relatively more likely to want to have their say on ethical issues around science. Those who work in the following areas are also more interested in having their say on these issues:



Conversely, those with fewer qualifications and people who are not working or working in retail, real estate, trades & services or construction/design/engineering are less interested in having their say on these issues.

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TABLE EIGHT: MORE AND LESS LIKELY TO BE INTERESTED IN HAVING YOUR SAY ON WHAT SCIENTIFIC AREAS GOVERNMENT SHOULD INVEST IN

TOTAL: Interested in having your say on what scientific areas government should invest in

65% Interested










Female 63%




Not working 57%



People working in science, technology and IT, those with higher education levels, formal scientific training and higher personal incomes and males are more interested in having their say on the scientific areas government should invest in.

By contrast, females, those with no formal scientific training, lower educational qualifications, earning $20,000 to $40,000 per year and not working are less likely to be interested.

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TABLE NINE: MORE AND LESS LIKELY TO BE INTERESTED IN TAKING PART IN SCIENTIFIC PROJECTS OF BENEFIT TO YOUR COMMUNITY

TOTAL: Interested in taking part in scientific projects of benefit to your community

63% Interested






Work in community services/ healthcare 74%



Family with mainly school children 70% Significantly less



Not working 58%



Retired 54%



People with higher education levels, some formal science training, higher personal incomes and those with families of mainly school children are significantly more interested in taking part in scientific projects of benefit to their community. Workers in the following industry types are also more interested in taking part in these projects:

Education and training

Community services and healthcare

By contrast, those with no formal science training, people who are not working, older people with no children at home and the retired are less likely to be interested in taking part in these activities.

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TABLE TEN: MORE AND LESS LIKELY TO BE INTERESTED IN LEARNING MORE ABOUT HOW MĀTAURANGA MĀORI (TRADITIONAL MĀORI KNOWLEDGE) RELATES TO SCIENCE

TOTAL: Interested in learning more about how Mātauranga Māori (traditional Māori knowledge) relates to science

41% Interested


Māori 80%


Pacific people 64%


Live in upper North Island (excl. Auckland) 50%





Live in South Island 36%

Pākehā/European 33%



Retired 28%

Work in financial/insurance & professional services 28%


Māori and Pacific people are noticeably more interested than other groups in learning more about how Mātauranga Māori relates to science whereas Pākehā/European people are relatively less likely to be interested. Still, three out of ten Pākehā/European people are interested in learning more about this area.

Other groups who are relatively more interested than the total in how Mātauranga Māori relates to science include those aged 15 to 24, those in families with mainly school children, people from the Upper North Island (excluding Auckland), those working in education & training, university graduates and those with some formal science training.

On the other hand, others who are less interested include people living in the South Island, older people (especially those with no children), retired people and those working in the financial/insurance and professional services sector.

Page 35

3.5 Perceived Importance of Science and Technology

We also asked the survey participants how important eleven aspects of science and technology are to them. This question used a 5-point agreement scale from Strongly Disagree to Strongly Agree. The results are shown in two separate charts below; the first relating to the importance of science and technology in peoples’ own lives and in careers and education while the second chart focuses on its importance for society, the environment and for the economy:

FIGURE FOUR: PERCEIVED IMPORTANCE OF SCIENCE AND TECHNOLOGY PERSONALLY AND FOR PEOPLES’ STUDY & CAREERS

There is very strong agreement that both technology and science are important subjects to study at school (both 90% agree). In addition around eight out of ten agree that knowledge of science is useful for increasing career opportunities (84% agree), science is a worthwhile career to pursue (83% agree) and it is important to be kept up-to-date on science issues (80% agree). However, there is lower agreement with one more personal statement - science is important in my daily life (59% agree) and in this area is there an appreciable number who disagree (16%).

62%

61%

45%

48%

37%

25%

29%

28%

39%

35%

43%

33%

6%

7%

11%

12%

14%

24%

3%

3%

3%

13% 3%

TECHNOLOGY IS AN IMPORTANT SUBJECT FORPEOPLE TO STUDY AT SCHOOL

SCIENCE IS AN IMPORTANT SUBJECT FOR PEOPLETO STUDY AT SCHOOL

KNOWLEDGE OF SCIENCE IS USEFUL FORINCREASING CAREER OPPORTUNITIES

SCIENCE IS A WORTHWHILE CAREER TO PURSUE

IT IS IMPORTANT TO BE KEPT UP-TO-DATE ONSCIENCE ISSUES

SCIENCE IS IMPORTANT IN MY DAILY LIFE


90% 2%

90% 2%

84% 3%

83% 4%

80% 4%

59% 16%



% Agree % Disagree

Page 36

FIGURE FIVE: PERCEIVED IMPORTANCE OF SCIENCE AND TECHNOLOGY FOR SOCIETY, THE ENVIRONMENT AND THE ECONOMY

There is very strong support for four areas above with levels of agreement from 91% who agree that science is important for improving human health to 82% who agree that science is important for addressing key challenges affecting our society. By contrast, there is slightly lower support for investing in pure scientific research, with 69% agreeing that the government should fund scientific research even if we can't be sure of economic benefit. However, only 11% disagree with this type of funding.

The following tables show the demographic groups who are significantly more and less likely to agree with these statements:

69%

53%

48%

44%

29%

23%

33%

35%

38%

40%

5%

8%

10%

11%

17%

2%

3%

8%

SCIENCE IS IMPORTANT FOR IMPROVING HUMANHEALTH

SCIENCE IS IMPORTANT FOR THE PRESERVATIONOF NEW ZEALAND'S ENVIRONMENT

NZ NEEDS TO DEVELOP ITS SCIENTIFIC &TECHNOLOGY SECTOR IN ORDER TO ENHANCE ITS

INTERNATIONAL COMPETITIVENESS

SCIENCE IS IMPORTANT FOR ADDRESSING KEYCHALLENGES AFFECTING OUR SOCIETY

THE GOVERNMENT SHOULD FUND SCIENTIFICRESEARCH EVEN IF WE CAN'T BE SURE OF

ECONOMIC BENEFITS


91% 2%

87% 3%

83% 4%

82% 5%

69% 11%



% Agree % Disagree

Page 37

TABLE 11: MORE AND LESS LIKELY TO AGREE THAT TECHNOLOGY IS AN IMPORTANT SUBJECT FOR PEOPLE TO STUDY AT SCHOOL

TOTAL: Technology is an important subject for people to study at school

90% Agree







Retired 94% Significantly less

likely to Agree

Personal income less than $20,000 per year 87%

In a group flatting situation 83%

Student 82%




People with high personal incomes, older people aged 55 or more, older people with no children, university graduates, those with some formal scientific training and retired people are significantly more likely to agree that technology is an important subject for people to study at school.

By contrast, those with low personal incomes, young people aged 15 to 24, young singles living alone and flatting and students are less likely to agree.

TABLE 12: MORE AND LESS LIKELY TO FEEL THAT SCIENCE IS AN IMPORTANT SUBJECT FOR PEOPLE TO STUDY AT SCHOOL

TOTAL: Science is an important subject for people to study at school

90% Agree





Post graduate degree 95% Significantly less

likely to Agree


Not working 86%



Agreeing that science is important to study at school has a similar pattern to agreeing that technology is important to study. Results are differentiated by age, income and academic qualifications.

Page 38

TABLE 13: MORE & LESS LIKELY TO FEEL THAT KNOWLEDGE OF SCIENCE IS USEFUL FOR INCREASING CAREER OPPORTUNITIES

TOTAL: Knowledge of science is useful for increasing career opportunities

84% Agree








University graduate 88% Significantly less

likely to Agree

Polytechnic / technical qualification 81%



Not working 75%


People with higher education levels, higher personal incomes, formal scientific training and older people aged 55 or more, including those with no children at home, are significantly more likely to agree that knowledge of science is useful for increasing career opportunities.

By contrast, those with polytechnic/technical qualifications or no academic qualifications, those working in retail, real estate, trades and services, people not working and young singles living alone are less likely to agree.

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TABLE 14: MORE & LESS LIKELY TO FEEL THAT SCIENCE IS A WORTHWHILE CAREER TO PURSUE

TOTAL: Science is a worthwhile career to pursue

83% Agree









likely to Agree


Family with mainly adults 77%

Not working 77%

Work in retail, real estate, trades & services 76%


Asian 75%



Those with higher education levels and formal scientific training, people working in education & training, those with higher personal incomes, older people aged 55 or more, older people with no children and the retired are significantly more likely to feel that science is a worthwhile career to pursue.

By contrast, young people aged 15 to 34, those living in a family with mainly adults, young singles living alone, people who are not working or working in retail, real estate, trades and services, those with no qualifications and Asian people are less likely to agree.

Page 40

TABLE 15: MORE AND LESS LIKELY TO FEEL IT IS IMPORTANT TO BE KEPT UP-TO-DATE ON SCIENCE ISSUES

TOTAL: It is important to be kept up-to-date on science issues

80% Agree







Aged 55 years or over 86% Significantly less

likely to Agree




Not working 70%



People with higher education levels, formal scientific training and higher personal incomes, those working in education and training and older people aged 55 or more are significantly more likely to agree that it is important to be kept up-to-date on science issues.

In contrast, young people aged 15 to 24, young singles living alone, people who are flatting, those with no qualifications and those who are not working are less likely to agree.

Page 41

TABLE 16: MORE AND LESS LIKELY TO AGREE THAT SCIENCE IS IMPORTANT IN MY DAILY LIFE

TOTAL: Science is important in my daily life

59% Agree






Asian 72%






likely to Agree

Female 54%


Live in a provincial town 51%


Not working 45%


Work in government 42%

Work in mfg, transport & logistics 41%


People with higher education levels, formal scientific training and higher personal incomes, Asian people and those in families with mainly school children are significantly more likely to agree that science is important in their daily lives, as are those working in science, technology and IT and education & training.

On the other hand, those who are less likely to feel science is important to them personally include females, people with no formal scientific training, no qualifications or high school qualifications only, residents of provincial towns, those who are not working, government workers and workers in manufacturing, transport & logistics.

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TABLE 17: MORE AND LESS LIKELY TO BELIEVE THAT SCIENCE IS IMPORTANT FOR IMPROVING HUMAN HEALTH

TOTAL: Science is important for improving human health

91% Agree





Pākehā/European 93% Significantly less

likely to Agree


Not working 86%

Pacific people 84%




Those with higher levels of education and some formal scientific training and Pākehā/European people are more likely to feel that science is important for improving human health.

Those aged 15 to 24, including young single people living alone, people who are not working, Pacific people and those with no academic qualifications are less likely to agree.

TABLE 18: MORE AND LESS LIKELY TO BELIEVE THAT SCIENCE IS IMPORTANT IN PRESERVING NEW ZEALAND’S ENVIRONMENT

TOTAL: Science is important in preserving New Zealand’s environment

87% Agree





Aged 55 years or over 90% Significantly less

likely to Agree


Not working 81%




Those with high incomes, university graduates, those with some formal scientific training and older people aged 55 or more are more likely to feel that science is important in preserving New Zealand’s environment.

Those aged 15 to 24, people who are not working, those who work in retail, real estate, trades & services and those with no academic qualifications are less likely to agree.

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TABLE 19: MORE AND LESS LIKELY TO BELIEVE THAT NEW ZEALAND NEEDS TO DEVELOP ITS SCIENTIFIC AND TECHNOLOGY SECTOR TO ENHANCE INTERNATIONAL COMPETITIVENESS

TOTAL: New Zealand needs to develop its scientific and technology sector to enhance international competitiveness

83% Agree


Postgraduate degree 93%







likely to Agree



Student 75%



Māori 73%

Not Working 73%


Those with a postgraduate degree, some formal scientific training and high personal incomes, older people aged 55 or more and the retired are more likely to feel that New Zealand needs to develop its scientific and technology sector to enhance international competitiveness, as are those who work in science, technology and IT.

People aged 15 to 34, those with no academic qualifications, students, those with families with main pre-school children, Māori people and people who are not working are less likely to agree.

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TABLE 20: MORE AND LESS LIKELY TO BELIEVE THAT SCIENCE IS IMPORTANT FOR ADDRESSING THE KEY CHALLENGES AFFECTING SOCIETY

TOTAL: Science is important for addressing the key challenges affecting society

82% Agree







Pākehā/European 83% Significantly less

likely to Agree




Live in a rural area 77%

Pacific people 73%



Those with more advanced educational qualifications, some formal scientific training, older people aged 55 or more, older people with no children and Pākehā/European people are more likely to feel that science is important for addressing the key challenges affecting society.

People aged 15 to 34, with low personal incomes, those living in rural areas, Pacific people and those with no academic qualifications are less likely to agree.

Page 45

TABLE 21: MORE AND LESS LIKELY TO BELIEVE THAT THE GOVERNMENT SHOULD FUND SCIENTIFIC RESEARCH EVEN IF THE ECONOMIC BENEFITS ARE UNCERTAIN

TOTAL: The government should fund scientific research even if the economic benefits are uncertain

69% Agree







Retired 77%

Older people with no children 76% Significantly less

likely to Agree




Student 57%


Not working 56%


Pacific people 52%


People who work in science, technology & IT, older/retired people (including older people with no children), those with postgraduate degrees and those with relatively high incomes are more likely to feel that the government should fund scientific research even if the economic benefits are uncertain.

People with high school qualifications only and low personal incomes, people aged 15 to 34, students, those in families with mainly pre-school children, people who are not working and Pacific people are less likely to agree.

Page 46

3.6 Other Attitudes to Science and Technology

Two further questions were asked relating to scientists listening to the public and to the role of Mātauranga Māori (traditional Māori knowledge) in science. These questions used a 5-point agreement scale.

FIGURE SIX: OTHER ATTITUDES TO SCIENCE AND TECHNOLOGY

Around six out of ten of those aged 15 or more (62%) feel that scientists should listen more to what ordinary people think and only 12% disagree. This compares with 69% of UK adults aged 16 or more who feel that scientists should listen more to what ordinary people think (recorded in the Ipsos Mori report - Public Attitudes to Science Survey, 2014).

Around four in ten (39%) feel that Mātauranga Māori has a role in science whereas a quarter of people (25%) disagree. Māori and Pacific people are much more likely to agree (62% and 49% respectively).

The following tables show the groups of people who are significantly more or less likely to agree with these two statements.

27%

14%

35%

25%

23%

28%

9%

15% 10% 8%

SCIENTISTS SHOULD LISTEN MORE TO WHATORDINARY PEOPLE THINK

MĀTAURANGA MĀORI (TRADITIONAL MĀORIKNOWLEDGE) HAS A ROLE IN SCIENCE


62% 12%

39% 25%


Base Total Sample n= 3,004

% Agree % Disagree

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TABLE 22: MORE AND LESS LIKELY TO BELIEVE THAT SCIENTISTS SHOULD LISTEN MORE TO WHAT ORDINARY PEOPLE THINK

TOTAL: Scientists should listen more to what ordinary people think

62% Agree


Pacific people 75%

Retired 73%





Live in a provincial city 65%

No formal scientific training 64% Significantly less

likely to Agree






Pacific people, older/retired people (including older people with no children), those living in rural areas and provincial cities and those with personal incomes of $20,000 to $40,000 per year are more likely to feel that scientists should listen more to what ordinary people think.

By contrast, Pākehā/European people, those aged 35 to 44, people with personal incomes of $60,000 to $80,000 per year and those working in science, technology and IT are less likely to agree.

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TABLE 23: MORE AND LESS LIKELY TO BELIEVE THAT MĀTAURANGA MĀORI (TRADITIONAL MĀORI KNOWLEDGE) HAS A ROLE IN SCIENCE

TOTAL: Mātauranga Māori has a role in science

39% Agree


Māori 62%




Live in upper North Island (excl. Auckland) 44% Significantly less

likely to Agree




Māori people, those working in education & training, university graduates and those living in a rural area and the Upper North Island (excluding Auckland) are more likely to feel that Mātauranga Māori has a role in science.

Pākehā/European people and those with high school qualifications only are less likely to agree.

Page 49

3.7 Comparison of NZ Attitudes with International Results Where possible, comparisons have been made between the results of the current study and other recent international studies from Europe, the UK and Australia. The charts below show comparisons of attitudes between people living in New Zealand and those living in the UK and Australia:

FIGURE SEVEN: COMPARISON OF ATTITUDES – NZ VS. UK1

People living in New Zealand are less likely than those living in the UK to agree scientists should listen more to

what ordinary people think (62% vs. 69%).

Those in New Zealand are also less likely to agree the Government should fund scientific research even if we

can’t be sure of the economic benefits (69%) than those in the UK are to agree even if it brings no immediate

benefits, scientific research which advances knowledge should be funded by the Government (78%).

Agreement that New Zealand/the UK needs to develop its scientific and technology sector in order to enhance

its international competitiveness is similar among those in New Zealand (83%) and those in the UK (81%).

1 Source: Public Attitudes to Science, 2014


Base Total Sample n= 3,004 age 15 plus. UK Base : 1,749 UK adults aged 16 plus from Public Attitudes to Science Survey, 2014

SCIENTISTS SHOULD LISTEN MORE TO WHAT ORDINARY PEOPLE THINK

62% 69%

NZ/THE UK NEEDS TO DEVELOP ITS SCIENTIFIC & TECHNOLOGY SECTOR IN ORDER TO ENHANCE ITS INTERNATIONAL COMPETITIVENESS

NZ UK

81%83%

NZ RESULTS CURRENT STUDY 2014

UK RESULTS IPSOS MORI STUDY 2014

78%69%

THE GOVERNMENT SHOULD FUND SCIENTIFIC RESEARCH EVEN IF WE CAN'T BE SURE OF

ECONOMIC BENEFITS

EVEN IF IT BRINGS NO IMMEDIATE BENEFITS, SCIENTIFIC RESEARCH WHICH ADVANCES KNOWLEDGE SHOULD BE FUNDED BY THE GOVERNMENT

NZ UK

NZ UK

Note – statements worded differently

Page 50

FIGURE EIGHT: COMPARISON OF ATTITUDES – NZ VS. AUSTRALIA2

Direct comparisons of attitudes between those living in New Zealand and Australia are not possible as the

questions were asked differently in the two surveys. However, the results suggest that people living in New

Zealand are more positive about finding out about new technologies and new ideas in science than those living

in Australia. Around eight in ten of those living in New Zealand agree that I enjoy finding out about new

technologies (84%) and I enjoy finding out about new ideas in science (79%), whereas 60% of those living in

Australia indicated they disagree with I’m not really interested in finding out about technology and I’m not really

interested in finding out about science.

Eight in ten of those living in New Zealand agree science is important for addressing key challenges affecting

our society (82%), similar to the proportion of those living in Australia who agree science is very important to

solving many of the problems facing us as a society today.

2 Source: How do Australians engage with science? (2014)


84%

60%

NZ

60%79%


NZ AUSTRALIA

Note – all questions were asked differently

I ENJOY FINDING OUT ABOUT NEW TECHNOLOGIES - % AGREE

I’M NOT REALLY INTERESTED IN FINDING OUT ABOUT TECHNOLOGY - % RATING 0-3 ON SCALE FROM 0-10,, INDICATING DISAGREEMENT

AUSTRALIA

I ENJOY FINDING OUT ABOUT NEW IDEAS IN SCIENCE - % AGREE

I’M NOT REALLY INTERESTED IN FINDING OUT ABOUT SCIENCE - % RATING 0-3 ON SCALE FROM 0-10, INDICATING DISAGREEMENT

AUSTRALIAN RESULTS CPAS ANU STUDY 2014

Base Total Sample n= 3,004 age 15 plus. Australia Base : 1,020 Australian adults aged 18 plus from How do Australians engage with science?

80%82%

SCIENCE IS IMPORTANT FOR ADDRESSING KEY CHALLENGES AFFECTING OUR SOCIETY - % AGREE

SCIENCE IS VERY IMPORTANT TO SOLVING MANY OF THE PROBLEMS FACING US AS A SOCIETY TODAY - % RATING7-10 ON SCALE FROM 0-10, INDICATING AGREEMENT

NZ AUSTRALIA

Page 51

FIGURE NINE: INTEREST IN DEVELOPMENTS IN SCIENCE – COMPARISON WITH EUROPE3

People living in New Zealand are considerably more likely to be interested in developments in science (81%)

than those living in Europe (53%) with 28% of those living in New Zealand very interested, compared with 13%

of those living in Europe.

3 Source: Special Eurobarometer, Responsible Research and Innovation, Science and Technology 2013

NZ Base Total Sample n= 3,004 age 15 plus. EU Base : 27,563 adults aged 15 plus from Special Eurobarometer, Responsible Research and Innovation, Science and Technology 2013


EUROPEAN UNION RESULTS EUROBAROMETER

2013

54%

FAIRLY INTERESTED

17%

40%

46%

28%

VERY INTERESTED

13%

NOT VERY & NOT AT ALL INTERESTED

53%81%

Page 52

FIGURE TEN: TOTAL INTERESTED IN DEVELOPMENTS IN SCIENCE – EUROPEAN BENCHMARKS4

Interest in developments in science is higher among people living in New Zealand (81%) than among those

living in 27 EU countries surveyed. Among the European countries surveyed, interest is highest in Sweden

(77%), followed by Luxembourg (69%), Netherlands and Denmark (both 68%).



New Zealand 81%

Sweden 77%

Luxembourg 69%

Netherlands 68%

Denmark 68%

UK 64%

Cyprus 64%

France 62%

Finland 61%

Greece 60%

Belgium 57%

Estonia 56%

Ireland 56%

Germany 54%

Slovenia 53%

13 other EU countries less than 53%

TOTAL INTERESTED

Page 53

FIGURE 11: INTEREST IN DEVELOPMENTS IN SCIENCE – COMPARISON WITH AUSTRALIA5

Although direct comparisons are not possible as the questions in the two surveys were asked differently, the

results suggest people living in New Zealand may be more interested in developments in science than those

living in Australia. Eight out of ten of those living in New Zealand are interested in developments in science

(81%), compared with around six to seven in ten of those living in Australia indicating they are interested in

news, information or stories about technologies, inventions and innovations (66%), scientific discoveries other

than medical ones (63%) and medical discoveries (72%).



54%

FAIRLY INTERESTED

17%

39%

34%

28%

VERY INTERESTED

27%


66%81%


AUSTRALIA RESULTS CPAS ANU STUDY 2014

HOW INTERESTED ARE YOU IN DEVELOPMENTS IN SCIENCE?

HOW INTERESTED ARE YOU IN NEWS, INFORMATION OR STORIES ABOUT …?

QUITE INTERESTED

VERY INTERESTED


TECHNOLOGIES, INVENTIONS & INNOVATIONS

38%

37%

25%

63%

SCIENTIFIC DISCOVERIES– OTHER THAN

MEDICAL

28%

32%

72%

MEDICAL DISCOVERIES

Note – questions were asked differently

39%

Page 54

SECTION 4 BEHAVIOURS RELATING TO SCIENCE & TECHNOLOGY

Page 55

4. BEHAVIOURS RELATING TO SCIENCE AND TECHNOLOGY

4.1 Introduction

To provide a measure of behavioural engagement with science and technology, participants were asked which of a list of activities they had undertaken in the last year. These activities are broken down into five dimensions:

academic engagement

event or attraction-based engagement

community-based engagement

work-based engagement

and media engagement.

4.2 Academic Engagement

The chart below shows the proportion of the public who have taken part in academic activities relating to science and technology in five key areas in the last year:

FIGURE 12: ACADEMIC ENGAGEMENT IN THE LAST YEAR

Around half (53%) have had any academic engagement with science and technology in the past year, most commonly helping a school-age child on a scientific project (29%). Around a quarter have listened to a lecture

29%

26%

25%

19%

19%


LISTENED TO A LECTURE ON A SCIENTIFIC TOPIC

READ A FORMAL SCIENTIFIC PAPER

VISITED A SCHOOL OR UNIVERSITY TO LEARN MORE ABOUT A TECHNOLOGY OR SCIENCE TOPIC

FORMALLY STUDIED A SCIENTIFIC TOPIC

In the last year, which of the following things have you done?


53%

ANY ACADEMIC ENGAGEMENT

Page 56

on a scientific topic (26%) or read a formal scientific paper (25%), while fewer have visited a school or university to learn more about a technology or science topic (19%) or formally studied a scientific topic (19%).

The demographic groups who were significantly more and less likely to have had any academic engagement with science and technology in the last year are shown in the following table:

TABLE 24: MORE AND LESS LIKELY TO HAVE HAD ANY ACADEMIC ENGAGEMENT WITH SCIENCE AND TECHNOLOGY IN THE LAST YEAR

TOTAL: Any academic engagement with science and technology in the last year

53%

Significantly more likely to have had any academic engagement




Student 73%







Asian 63% Significantly less likely to have

had any academic engagement



Retired 38%


Not working 33%



Those with some formal scientific training, higher education levels and higher personal incomes, young people

aged 15 to 24, students, those in families with mainly school children and Asian people are more likely to have

had any academic engagement with science and technology in the last year. Those who work in education &

training and community services/healthcare are also more likely to have done so.

In contrast, older/retired people (including those with no children), people who are not working, those working in

financial/insurance and professional services and those with no educational qualifications are less likely to have

had any academic engagement with science and technology in the last year.

Page 57

4.3 Event or Attraction-based Engagement

The following chart shows the proportion of the public who have taken part in four event or attraction-based activities relating to science and technology in the last year:

FIGURE 13: EVENT OR ATTRACTION-BASED ENGAGEMENT IN THE LAST YEAR

Around six in ten (63%) have taken part in any event or attraction-based science and technology activities in the last year. Half (50%) have checked out the science exhibits at a zoo, aquarium, museum, planetarium or science centre, while 29% have visited an attraction where science is profiled in an outdoor natural environment. Relatively few have attended a business or industry based event where the uptake of science and technology is highlighted (19%) or attended or participated in a science event (17%).

The demographic groups who were significantly more and less likely to have had any event or attraction-based engagement with science and technology in the last year are shown in the following table:

50%

29%

19%

17%


VISITED AN ATTRACTION WHERE SCIENCE IS PROFILED IN AN OUTDOOR NATURAL ENVIRONMENT E.G. AN ECO-TOURISM ATTRACTION, SUCH AS

WHALE WATCHING OR VISITING A SEAL COLONY ETC.

ATTENDED A BUSINESS OR INDUSTRY EVENT WHERE THE UPTAKE OF SCIENCE AND TECHNOLOGY IS HIGHLIGHTED

ATTENDED OR PARTICIPATED IN A SCIENCE EVENT

63%

ANY ENGAGEMENTWITH AN EVENT OR

ATTRACTION



Page 58

TABLE 25: MORE AND LESS LIKELY TO HAVE ENGAGED WITH AN EVENT OR ATTRACTION WITH A SCIENCE OR TECHNOLOGY THEME IN THE LAST YEAR

TOTAL: Any event or attraction-based engagement with science and technology in the last year

63%

Significantly more likely to have had any event or attraction-based

engagement

Work in advertising, media & communications 81%






Work in farming 76%


Some formal scientific training 74% Significantly less likely to have

had any event or attraction-based engagement

Retired 50%

Not working 43%


Those with a higher level of education, higher personal incomes and some formal scientific training are more likely to have had any event or attraction-based engagement with science and technology in the last year. Those working in the following four areas are also more likely to have had any event or attraction-based engagement:

Advertising, media & communications

Construction/design/engineering


Farming

By contrast, the retired, those who are not working and people with no educational qualifications are less likely to have had any event or attraction-based engagement.

Page 59

4.4 Community-based Engagement

The next chart shows the proportion of the public who have taken part in community-based activities relating to science and technology in the last year:

FIGURE 14: COMMUNITY-BASED ENGAGEMENT IN THE LAST YEAR

Around four in ten (44%) have donated money to support scientific research while around one in six (16%) have taken part in a scientific project or discussion within their community.


44%

16%

DONATED MONEY TO SUPPORT SCIENTIFICRESEARCH E.G. CANCER RESEARCH

TOOK PART IN A SCIENTIFIC PROJECT OR DISCUSSION WITHIN MY COMMUNITY

51%

ANY COMMUNITY-BASED ENGAGEMENT



Page 60

TABLE 26: MORE AND LESS LIKELY TO HAVE DONATED MONEY TO SUPPORT SCIENTIFIC RESEARCH E.G. CANCER RESEARCH IN THE LAST YEAR

TOTAL: Donated money to support scientific research in the last year

44%

Significantly more likely to have donated money to support

scientific research

Work in farming 62%


Aged 55 years or over 56% Significantly less likely to have

donated money to support scientific research


Young couple with no children 31%



Pacific people 27%

Asian 27%

Not working 27%

Student 27%


Those working in farming, with high personal incomes and aged 55 or over are more likely to have donated money to support scientific research in the last year.

The following demographic groups are less likely to have done so:

Those with personal incomes of less than $20,000 per year

Those aged 15 to 24 years

Students

Young couples with no children and young singles living alone

Those with no educational qualification

Asian and Pacific people

Those not working

Page 61

TABLE 27: MORE AND LESS LIKELY TO HAVE TAKEN PART IN A SCIENTIFIC PROJECT OR DISCUSSION WITHIN THEIR COMMUNITY IN THE LAST YEAR

TOTAL: Taken part in a scientific project or discussion within their community in the last year

16%

Significantly more likely to have taken part in a community

scientific project or discussion



Student 26%





Māori 23%


Personal income more than $80,000 per year 22% Significantly less likely to have

taken part in a community scientific project or discussion

Polytechnic / technical qualification 13%


Not working 6%

People working in education & training, with higher levels of education and some formal scientific training,

young people aged 15 to 24, students, people in families with mainly school children, those living in rural areas,

Māori and people with high personal incomes are more likely to have taken part in a scientific project or

discussion within their community in the last year.

Those with polytechnic / technical qualifications or high school qualifications only and people not working are

less likely to have done so.

Page 62

4.5 Work-based Engagement

The chart below shows the proportion of the public who have taken part in work-based activities relating to science and technology in the last year:

FIGURE 15: WORK-BASED ENGAGEMENT IN THE LAST YEAR

Around a quarter (24%) have had any work-based engagement with science and technology in the last year. Around two in ten (18%) have created new science-based products or practices and 15% have undertaken additional scientific training or education at work.

The demographic groups significantly more and less likely to have taken part in any work-based activities relating to science and technology are shown in the following table:

18%

15%

USED SCIENCE TO CREATE A NEW OR IMPROVED PRODUCT OR PRACTISE AT YOUR WORK

UNDERTAKEN ADDITIONAL TRAINING OR EDUCATION IN SCIENCE FOR MY WORK

24%

ANY WORK-BASED ENGAGEMENT



Page 63

TABLE 28: MORE AND LESS LIKELY TO HAVE HAD ANY WORK-BASED ENGAGEMENT WITH SCIENCE AND TECHNOLOGY IN THE LAST YEAR

TOTAL: Any work-based engagement with science and technology in the last year

24%

Significantly more likely to have had any work-based engagement


Work in farming 45%







Personal income $60,000 to $80,000 per year 36% Significantly less likely to have

had any work-based engagement


Retired 7%

Not working 6%

Those with higher personal incomes and some formal scientific training are more likely to have had any work-based engagement with science and technology in the last year. Those working in the following areas are also more likely to have done so:

Farming



Community services/healthcare


By contrast, those with low personal incomes are less likely to have had any work-based engagement in the last year, as are the retired and those not working.

Page 64

4.6 Media Engagement

The following chart shows the proportion of the public who have taken part in nine media activities relating to science in the last year:

FIGURE 16: MEDIA ENGAGEMENT IN THE LAST YEAR

Almost nine in ten (87%) have engaged with science via the media, most commonly watching TV programmes

with a scientific theme (72%), while 56% have read scientific articles in newspapers or magazines, 46% have

conducted personal research for themselves on the internet regarding scientific topics, 44% have checked out

breaking news about science on an online news site and 44% have viewed a video on a scientific topic online.

Fewer have listened to a scientific topic on the radio (34%), downloaded a science app (21%), read or

responded to a blog on a scientific topic (20%) or discussed a scientific matter on a social media website (also

20%).


72%

56%

46%

44%

44%

34%

21%

20%

20%

WATCHED A PROGRAMME WITH A SCIENTIFIC THEME ON TV E.G. A DAVID ATTENBOROUGH DOCUMENTARY AND/OR A POPULAR PROGRAMME LIKE MYTH

BUSTERS


CONDUCTED PERSONAL RESEARCH FOR YOURSELF ON THE INTERNET REGARDING SCIENTIFIC TOPIC/S E.G. HEALTH OR THE ENVIRONMENT

VISITED AN ONLINE NEWS SITE AND CHECKED OUT BREAKING NEWS ABOUT SCIENCE E.G. ON STUFF.CO.NZ

VIEWED A VIDEO ON A SCIENTIFIC TOPIC ONLINE E.G. ON YOUTUBE OR TED.COM

LISTENED TO A SCIENTIFIC TOPIC ON THE RADIO E.G. ON RADIO NZ

DOWNLOADED A SCIENCE APP E.G. THE GEONET QUAKE APP OR BIRD APPS ETC.

READ OR RESPONDED TO A BLOG ON A SCIENTIFIC TOPIC

DISCUSSED A SCIENTIFIC MATTER ON A SOCIAL MEDIA SITE E.G. FACEBOOK

87%

ANY MEDIA ENGAGEMENT



Page 65

TABLE 29: MORE AND LESS LIKELY TO HAVE WATCHED A PROGRAMME WITH A SCIENTIFIC THEME ON TV

TOTAL: Watched a programme with a scientific theme on TV

72%

Significantly more likely to have watched a programme with a

scientific theme on TV





Live in lower North Island 77%


Pākehā/European 77% Significantly less likely to have

watched a programme with a scientific theme on TV





Pacific people 60%

Not working 60%



Asian 52%

Those aged 45 or more, older people with no children, those with high personal incomes and some formal scientific training, Pākehā/European people and those living in the lower North Island are more likely to have watched a TV programme with a scientific theme in the last year.

In contrast, the following groups are less likely to have done so:

Those aged 15 to 34 years

Young couples with no children

Those in a group flatting situation and young singles living alone

Those with no educational qualifications

Pacific and Asian people

People who are not working

Page 66

TABLE 30: MORE AND LESS LIKELY TO HAVE READ SCIENTIFIC ARTICLES IN NEWSPAPERS OR MAGAZINES

TOTAL: Read a scientific article in newspapers or magazines

56%

Significantly more likely to have read scientific articles in

newspapers or magazines







Work in science, technology and IT 68% Significantly less likely to have

read scientific articles in newspapers or magazines

Māori 46%





Not working 34%

Those with higher education levels, some formal scientific training and higher personal incomes are more likely to have read scientific articles in newspapers or magazines in the last year, as are those working in construction/design/engineering and science, technology and IT. In contrast, Māori people, younger people aged 15 to 24, including young couples with no children and young singles living alone, those with no educational qualifications and people who are not working are less likely to have done so.

Page 67

TABLE 31: MORE AND LESS LIKELY TO HAVE CONDUCTED PERSONAL RESEARCH FOR YOURSELF ON THE INTERNET REGARDING SCIENTIFIC TOPICS

TOTAL: Conducted personal research for yourself on the internet regarding scientific topics

46%

Significantly more likely to have conducted personal research on

scientific topics online





Work in community services/ healthcare 56% Significantly less likely to have

conducted personal research on scientific topics online


Pacific people 29%

Not working 28%

Those with postgraduate degrees, some formal scientific training and high personal incomes are more likely to have conducted personal research for themselves on the internet regarding scientific topics, as are those working in education and training or community services/healthcare. Those less likely to have done so are those with no educational qualifications, Pacific people and those who are not working.

Page 68

TABLE 32: MORE AND LESS LIKELY TO HAVE VISITED AN ONLINE NEWS SITE AND CHECKED OUT BREAKING NEWS ABOUT SCIENCE

TOTAL: Visited an online news site and checked out breaking news about science

44%

Significantly more likely to have checked out breaking news about

science online










Male 49% Significantly less likely to have

checked out breaking news about science online




Live in a provincial town 36%

Not working 35%

Retired 31%


People working in science, technology and IT, those with higher levels of education, some formal scientific training and higher personal incomes, those aged 45 to 54, people in families with mainly pre-school children and males are more likely to have checked out breaking news about science online. By contrast, those with personal incomes of $20,000 to $40,000 per year, no formal scientific training, older/retired people, those living in a provincial town, people who are not working and those with no educational qualifications are less likely to have done so.

Page 69

TABLE 33: MORE AND LESS LIKELY TO HAVE VIEWED A VIDEO ON A SCIENTIFIC TOPIC ONLINE

TOTAL: Viewed a video on a scientific topic online

44%

Significantly more likely to have viewed a video on a scientific

topic online

Student 67%






Asian 57% Significantly less likely to have

viewed a video on a scientific topic online

Not working 34%




Retired 24%

Young people aged 15 to 24, students, those with some formal scientific training and postgraduate degrees and Asian people are more likely to have viewed a video on a scientific topic online, as are those working in science, technology and IT and education and training.

In contrast, those who are not working, older/retired people, including older people with no children, and those with no academic qualifications are less likely to have viewed a scientific video online.

Page 70

TABLE 34: MORE AND LESS LIKELY TO HAVE LISTENED TO A SCIENTIFIC TOPIC ON THE RADIO

TOTAL: Listened to a scientific topic on the radio

34%

Significantly more likely to have listened to a scientific topic on

the radio



Work in farming 49%



Retired 45%



Some formal scientific training 42% Significantly less likely to have

listened to a scientific topic on the radio

Family with mainly adults 29%






Student 20%

Not working 14%

Those with higher levels of education, some formal scientific training, high personal incomes and older/retired people (including older people with no children) are more likely to have listened to a scientific topic on the radio, as are those working in the areas of farming and construction/design/engineering.

In contrast, people aged 15 to 44, families with mainly adults, students, those with lower levels of education and people with low personal incomes are less likely to have listened to a scientific topic on the radio.

Page 71

TABLE 35: MORE AND LESS LIKELY TO HAVE DOWNLOADED A SCIENCE APP

TOTAL: Downloaded a science app

21%

Significantly more likely to have downloaded a science app







Live in South Island 28%

Live in a provincial city 26% Significantly less likely to have

downloaded a science app

Live in upper North Island (excl. Auckland) 16%


Retired 15%


Not working 13%

Work in farming 9%

The following demographic groups are more likely to have downloaded a science app:

Those working in science, technology and IT or education & training

Those with some formal scientific training

Families with mainly pre-school children

Those with higher personal incomes

Those living in the South Island and those living in a provincial city

By contrast, those living in the upper North Island (excluding Auckland) and rural areas, people with low

personal incomes, the retired, people who are not working and those working in farming are less likely to have

done so.

Page 72

TABLE 36: MORE AND LESS LIKELY TO HAVE READ OR RESPONDED TO A BLOG ON A SCIENTIFIC TOPIC

TOTAL: Read or responded to a blog on a scientific topic

20%

Significantly more likely to have read or responded to a blog on a

scientific topic






Student 27%

Male 26%


University graduate 25% Significantly less likely to have

read or responded to a blog on a scientific topic






Not working 13%

Retired 11%

People working in science, technology and IT, those with some formal scientific training, higher education levels

and high personal incomes, people aged 15 to 24 or 35 to 44, students and males are more likely to have read

or responded to a blog on a scientific topic in the last year.

In contrast, older/retired people (including older people with no children), those with lower education levels and

personal incomes of $20,000 to $40,000 per year and those not working are less likely to have done so.

Page 73

TABLE 37: MORE AND LESS LIKELY TO HAVE DISCUSSED A SCIENTIFIC MATTER ON A SOCIAL MEDIA SITE

TOTAL: Discussed a scientific matter on a social media site

20%

Significantly more likely to have discussed a scientific matter on a

social media site


Student 39%

Asian 33%


Māori 31%


Post graduate degree 29% Significantly less likely to have

discussed a scientific matter on a social media site




Retired 5%

Those more likely to have discussed a scientific matter on a social media website are:

Young people aged 15 to 24 years

Students

Families with mainly pre-school children

Asian and Māori people

Those working in science, technology and IT

Those with postgraduate degrees.

Older/retired people, including older people with no children, and those working in financial/insurance and

professional services are less likely to have discussed a scientific matter on a social media website.

Page 74

Comparison with international results

FIGURE 17: – COMPARISON OF BEHAVIOURS WITH AUSTRALIA6

Direct comparisons between the results are not possible as the questions in the two surveys were asked differently. However the results suggest people living in New Zealand are less likely than those living in Australia to have done two of the three activities above. Around half of people living in New Zealand (50%) have visited a zoo, aquarium, museum, planetarium or science centre and checked out the science exhibits in the last year, while 66% of those living in Australia have visited a science centre, science museum, botanic garden, zoo, aquarium, observatory or space exploration centre in the last year. However, the question asked in New Zealand is more specific about the activity (it includes the words ‘and checked out the science exhibits’), and doesn’t include botanic gardens, so these wording differences may account for some of the difference in results. One in five people living in New Zealand have discussed a scientific matter on a social media site (20%), while 34% of those living in Australia have commented about science or technology issues through social media. Again, the difference may be partly attributable to the way the questions were worded as ‘discussing a scientific matter’ is less general than ‘commenting about science or technology issues’. Around two in ten people living in New Zealand have formally studied a scientific topic (19%), while 17% of those living in Australia have attended adult education classes related to science or technology.




50%

66%

NZ

34%20%


AUSTRALIA RESULTS CPAS ANU STUDY 2014

17%19%

FORMALLY STUDIED A SCIENTIFIC TOPIC ATTENDED ADULT EDUCATION CLASSES RELATED TO SCIENCE OR TECHNOLOGY

NZ AUSTRALIA

NZ

Note – statements were worded differently

VISITED A ZOO, AQUARIUM, MUSEUM, PLANETARIUM OR SCIENCE

CENTRE AND CHECKED OUT THE SCIENCE EXHIBITS

VISITED A SCIENCE CENTRE, SCIENCE MUSEUM, BOTANIC GARDEN, ZOO, AQUARIUM, OBSERVATORY OR SPACE EXPLORATION CENTRE

DISCUSSED A SCIENTIFIC MATTER ON A SOCIAL MEDIA SITE

COMMENTED ABOUT SCIENCE OR TECHNOLOGY ISSUES THROUGH SOCIAL MEDIA

AUSTRALIA

AUSTRALIA

Page 75

SECTION 5 LEVEL OF INFORMATION RELATING TO SCIENCE AND TECHNOLOGY

Page 76

5. LEVEL OF INFORMATION RELATING TO SCIENCE AND TECHNOLOGY

5.1 Introduction

Participants were asked about the level of information they see and hear about science these days and how

well informed they feel about developments in science and technology.

5.2 Amount of Information Received

Views on the amount of information seen and heard about science these days were assessed using a 5-point

scale from Far Too Much to Far Too Little. The results are shown in the chart below:

FIGURE 18: AMOUNT OF INFORMATION SEEN AND HEARD ABOUT SCIENCE THESE DAYS

Almost half (48%) feel they get about the right amount of information about science these days. A slightly

smaller proportion (42%) feel they get too little information, while only 7% feel they get too much.

The tables below show which demographic groups are significantly more or less likely to feel they get about the

right amount of information, too much and too little information about science.

2%

5%

48%

36%

6%

3%

FAR TOO MUCH

TOO MUCH

ABOUT THE RIGHT AMOUNT

TOO LITTLE

FAR TOO LITTLE

DON'T KNOW


7% TOO MUCH

42% TOO LITTLE

Thinking now about the amount of information you see and hear about science these days, would you say you see and hear …?

48%

ABOUT RIGHT

Page 77

TABLE 38: MORE AND LESS LIKELY TO GET ABOUT THE RIGHT AMOUNT OF INFORMATION ABOUT SCIENCE THESE DAYS

TOTAL: Get about the right amount of information about science these days

48%

Significantly more likely to get about the right amount of

information

Retired 58%



Male 51%

Pākehā/European 51% Significantly less likely to get

about the right amount of information

Female 46%



Māori 31%

Older/retired people, older people with no children, males and Pākehā/European people are more likely to feel they get about the right amount of information about science these days. Females, those aged 25 to 34, people with no educational qualifications and Māori people are less likely to feel they get the right amount. Those aged 25 to 34 years, with no education qualifications and Māori people are all more likely to feel they get too little information. TABLE 39: MORE AND LESS LIKELY TO GET TOO MUCH INFORMATION ABOUT SCIENCE THESE DAYS

TOTAL: Get too much information about science these days

7%

Significantly more likely to get too much information

Asian 20%


Pacific people 16%

Student 15%


Live in Auckland 9% Significantly less likely to get too

much information





Retired 3%

Asian and Pacific people, young people aged 15 to 24, young couples with no children, students and those

living in Auckland are more likely to feel they get too much information about science these days. Older people

aged 55 or more, including older people with no children and the retired, those with personal incomes of

$40,000 to $60,000 per year and Pākehā/European people are less likely to feel that way.

Page 78

TABLE 40: MORE AND LESS LIKELY TO GET TOO LITTLE INFORMATION ABOUT SCIENCE THESE DAYS

TOTAL: Get too little information about science these days

42%

Significantly more likely to get too little information

Māori 61%



Aged 25 to 34 years 50% Significantly less likely to get too

little information


Retired 35%

Asian 24%

Māori, those working in education and training, those with no educational qualifications and those aged 25 to 34 are more likely to get too little information, while those aged 55 or more years, the retired and Asian people are less likely to do so.

Page 79

5.3 How Well Informed about Science & Technology

Participants were asked how well informed they feel about developments in science and technology using a 4-point scale from Very Well Informed to Not At All Informed. The results are shown in the chart below:

FIGURE 19: HOW WELL INFORMED ABOUT DEVELOPMENTS IN SCIENCE AND TECHNOLOGY

Public views on being informed about developments in science and technology are polarized – while 62% feel well informed, 36% feel they are not well informed. The chart below shows how well informed people feel about developments in science and technology by the amount of information they see and hear.

8%

54%

33%

4%

2%

VERY WELL INFORMED

FAIRLY WELL INFORMED

NOT VERY WELL INFORMED

NOT AT ALL INFORMED

DON'T KNOW


62% WELL INFORMED

36% NOT WELL INFORMED

How informed do you feel about developments in science and technology?

Page 80

FIGURE 20: HOW WELL INFORMED PEOPLE FEEL ABOUT DEVELOPMENTS IN SCIENCE AND TECHNOLOGY BY AMOUNT OF INFORMATION THEY SEE AND HEAR

Understandably, those who receive too little or far too little information about science and technology are much more likely to feel poorly informed (49% and 52% respectively) than those who receive too much or about the right amount of information (ranging from 26% of those who receive far too much information to 28% of those who receive about the right amount). The groups significantly more and less likely to feel well informed and not well informed about developments in science and technology are shown in the tables below:

7% 5% 2% 2%

23%19% 22% 26%

47%

29%34%

55%64%

46%36%

38%

16%7% 4%

11%

Far too much Too much About the rightamount

Too little Far too little

AMOUNT OF INFORMATION ABOUT SCIENCE & TECHNOLOGY SEEN AND HEARD THESE DAYS

Don't know

Very well informed

Fairly well informed

Not very well informed

Not at all informed

HOW INFORMED PEOPLE FEEL ABOUT DEVELOPMENTS IN SCIENCE AND TECHNOLOGY BY AMOUNT OF INFORMATION THEY SEE AND HEAR

1) Thinking now about the amount of information you see and hear about science these days, would you say you see and hear …?2) How informed do you feel about developments in science and technology?

26%

49%

28%27%

52%

72%

50%

71%72%

47%

Page 81

TABLE 41: MORE AND LESS LIKELY TO FEEL WELL INFORMED ABOUT DEVELOPMENTS IN SCIENCE AND TECHNOLOGY

TOTAL: Feel well informed about developments in science and technology

62%

Significantly more likely to feel well informed






Male 72%

Personal income $60,000 to $80,000 per year 72% Significantly less likely to feel

well informed

Female 52%


Not working 47%


Those working in science, technology and IT, with higher levels of education, some formal scientific training and higher personal incomes and males are more likely to feel well informed about developments in science and technology. In contrast, females, those with personal incomes of $20,000 to $40,000 per year, those not working and people with no educational qualifications are less likely to feel well informed. TABLE 42: MORE AND LESS LIKELY TO FEEL NOT WELL INFORMED ABOUT DEVELOPMENTS IN SCIENCE AND TECHNOLOGY

TOTAL: Feel not well informed about developments in science and technology

36%

Significantly more likely to feel not well informed


Not working 50%

Personal income $20,000 to $40,000 per year 48% Significantly less likely to feel not

well informed







People with no educational qualifications, those not working and people with personal incomes of $20,000 to $40,000 per year are more likely to feel not well informed, while those with high personal incomes, higher levels of education and some formal scientific training and those working in science, technology and IT are less likely to feel that way.

Page 82

5.4 Comparison with International Results The charts below compare the perceived level of information between people living in New Zealand and those living in the UK and Australia.

FIGURE 21: LEVEL OF INFORMATION ABOUT SCIENCE – COMPARISON WITH THE UK7

People living in New Zealand are more likely than those living in the UK to feel they get about the right amount

of information about science (48% cf. 40%), and less likely to feel they get too little information (42% cf. 51%).

The proportions who feel they are getting too much information are similar (7% of those living in New Zealand

and 6% of those living in the UK).

7 Source: Public Attitudes to Science, 2014





48%

ABOUT RIGHT

TOO LITTLE

42%

TOO MUCH

7%

40%

THE RIGHT AMOUNT

TOO LITTLE

51%

TOO MUCH

6%

Page 83

FIGURE 22: LEVEL OF INFORMATION ABOUT SCIENCE – COMPARISON WITH AUSTRALIA8

Although direct comparison between the two surveys is not possible as the question was asked differently, the

results suggest that those in New Zealand are more likely to feel they get about the right amount of information

about science than those in Australia. Around half of those in New Zealand (48%) feel they get about the right

amount of information, while three to four in ten of those in Australia indicate they agree they get enough

information about science (31%) and technology (40%) through the media.


Thinking now about the amount of information you see and hear about science these days, would you say you see and hear …?


AUSTRALIAN RESULTS CPAS ANU STUDY 2014

48%

ABOUT RIGHT RATING 7-10 ON AGREEMENT SCALE FROM 0-10

31%


AMOUNT OF INFORMATION SEE AND HEAR ABOUT SCIENCE THESE DAYS

I GET ENOUGH INFORMATION ABOUT … THROUGH THE MEDIA

40%

SCIENCE TECHNOLOGY

Note – questions were asked differently

Page 84

The charts below show how well informed about science people living in New Zealand feel compared with those living in Europe.

FIGURE 23: HOW WELL INFORMED ABOUT SCIENCE – COMPARISON WITH EUROPE9

People living in New Zealand are more likely to feel well informed about science (62%) than those living in Europe (40%).




EURPEAN UNION RESULTS EUROBAROMETER

2013

54%

FAIRLY WELL INFORMED

NOT VERY WELL & NOT AT ALL INFORMED

36%

34%

58%

8%

VERY WELL INFORMED

6%

40%62%

Page 85

FIGURE 24: HOW WELL INFORMED ABOUT SCIENCE –EUROPEAN BENCHMARKS10

People living in New Zealand are more likely to feel well informed (62%) than people living in 26 European countries surveyed. Only those living in Denmark are more likely to feel more informed (65%) than the New Zealand public.

10

Source: Special Eurobarometer, Responsible Research and Innovation, Science and Technology 2013


Denmark 65%

New Zealand 62%

Sweden 61%

Luxembourg 58%

UK 56%

France 51%

Finland 48%

Malta 48%

Ireland 47%

Netherlands 47%

Germany 43%

Belgium 41%

Slovenia 40%

Cyprus 37%

Estonia 37%

Poland 37%

13 other EU countries less than 37%

TOTAL WELL INFORMED

Page 86

FIGURE 25: HOW WELL INFORMED ABOUT SCIENCE – COMPARISON WITH THE UK BY GENDER11

Males living in New Zealand feel better informed than females (72% vs. 52%), as do those living in the UK (56% vs. 34%).

11

Source: Public Attitudes to Science, 2014


FEEL WELL INFORMED

72%


56%




34%52%

MALES

FEMALES

How informed do you feel about developments in science and technology?

Page 87

Example Two Total

SECTION 6 MODEL OF ENGAGEMENT WITH SCIENCE & TECHNOLOGY

Page 88

6. MODEL OF ENGAGEMENT WITH SCIENCE & TECHNOLOGY

6.1 Introduction A model of engagement with science and technology was created, based on attitudinal engagement and behavioural engagement, as shown in the chart below:

FIGURE 26: MODEL OF ENGAGEMENT WITH SCIENCE AND TECHNOLOGY

Attitudinal engagement has four dimensions (emotive, cognitive, personal interest and perceived importance) and behavioural engagement has five (academic, community-based, work-based, event or attraction-based and media engagement). Each attitudinal dimension is rated out of 25, and each behavioural dimension out of 20, thereby giving an Index out of 100 for each area of engagement. Attitudes and Behaviour are combined in the Overall Index in a ratio of 40:60 on the theory that behaviour represents more involvement than just having positive attitudes.

ATTITUDINAL ENGAGEMENT BEHAVIOURAL ENGAGEMENT OVERALL ENGAGEMENT

1. EMOTIVE

2. COGNITIVE

3. PERSONAL INTEREST

4. PERCEIVED IMPORTANCE

FOUR DIMENSIONS

1. ACADEMIC

2. COMMUNITY-BASED

3. WORK-BASED

4. EVENT OR ATTRACTION-BASED

5. MEDIA ENGAGEMENT

FIVE DIMENSIONS

ATTITUDINAL INDEX BEHAVIOURAL INDEX OVERALL INDEX

Page 89

FIGURE 27: ENGAGEMENT INDICES SCORING SYSTEM

The chart below shows the overall dimension scores for each Index:

ATTITUDINAL ENGAGEMENT BEHAVIOURAL ENGAGEMENT

1. EMOTIVE 25

2. COGNITIVE 25

3. PERSONAL INTEREST 25

4. PERCEIVED IMPORTANCE 25

ATITUDINAL INDEXMAXIMUM POINTS

100

FOUR DIMENSIONS

1. ACADEMIC 20

2. COMMUNITY-BASED 20

3. WORK-BASED 20

4. EVENT OR ATTRACTION-BASED 20

5. MEDIA ENGAGEMENT 20

BEHAVIOURAL INDEXMAXIMUM POINTS

100

FIVE DIMENSIONSMAXIMUM

POINTS

MAXIMUM POINTS

OVERALL INDEX

40% 60%

Page 90

FIGURE 28: INDEX RESULTS

The Attitudinal Index result is 67, with the Interest and Cognitive dimensions having the highest scores (20 and 19 respectively out of 25), while the Behavioural Index score is 28, with the Media engagement dimension scoring higher (8 out of 20) than the other dimensions (ranging from 3 for Work-based to 6 for Community-based engagement). The Overall Index score is 43 out of 100. The chart below shows the distribution of the scores for each Index:

INDEX RESULTS

ATTITUDINAL INDEX BEHAVIOURAL INDEX OVERALL INDEX

20

12

20

15

0

20

40

60

80

100

Interest

Perceived imptce

Cognitive

Emotive

67

Dimension scores out of 25

Dimension scores out of 20

5

3

6

6

8

Mediaengagement

Community-based

Event/ attractionbased

Work-based

Academic

28

43DIMENSIONS DIMENSIONS

Page 91

FIGURE 29: DISTRIBUTION OF INDEX SCORES

The Attitudinal Index is skewed towards more positive attitudes, with very few people having negative attitudes.

In contrast, the Behavioural Index is skewed towards fewer activities. The Overall Index has a fairly normal

distribution.

DISTRIBUTION OF INDEX SCORES

ATTITUDINAL INDEX

BEHAVIOURAL INDEX

OVERALL INDEX

0

5

10

15

20

0-4 5-9 10-14 15-19 20-24 25-29 30-35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-100

0

5

10

15

20

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-100

0

5

10

15

20

0-4 5-9 10-14 15-19 20-24 25-29 30-35 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-100

LOW0-55

LOW0-15

LOW0-30

MEDIUM56-70

HIGH71-100

MEDIUM16-35

HIGH41-100

MEDIUM31-49

HIGH50-100

%

%

%

SKEWED TOWARDS MORE POSITIVE ATTITUDES

SKEWED TOWARDS FEWER ACTIVITIES

VERY FEW PEOPLE WITH NEGATIVE ATTITUDES

FAIRLY NORMAL DISTRIBUTION

Page 92

6.2 Attitudinal Index

The table below show which demographic groups have an Attitudinal Index significantly above and below the average: TABLE 43: ATTITUDINAL INDEX ABOVE AND BELOW AVERAGE

TOTAL: Average Attitudinal Index 67

Attitudinal index above average








Family with mainly school children 69

Aged 35 to 44 years 69 Attitudinal index below average

High school qualification only 63

Retired 63

Not working 63


Those with higher levels of education, some formal scientific training and higher personal incomes, people aged 34 to 44 and those in families with mainly school children are more likely to have an above-average Attitudinal Index as are those who work in the areas of science, technology and IT and education & training. In contrast, those with lower levels of education, the retired and people not working are more likely to have an Attitudinal Index that is below average.

Page 93

6.3 Behavioural Index

The table below show which demographic groups have a Behavioural Index significantly above and below average: TABLE 44: BEHAVIOURAL INDEX ABOVE AND BELOW AVERAGE

TOTAL: Average Behavioural Index 28

Behavioural index above average









Work in construction/design/engineering 34

Work in farming 34 Behavioural index below average

Retired 20


Not working 15

People with higher levels of education, some formal scientific training and higher personal incomes are also more likely to have an above-average Behavioural Index, as are those who work in the following areas:





Farming

The retired, people with no educational qualifications and those not working are more likely to have a below-average Behavioural Index.

Page 94

6.4 Relationship between the Attitudinal Index and the Behavioural Index

The following scatter plot illustrates the relationship between the Attitudinal Index and the Behavioural Index:

As the plot above shows, there is a positive relationship between Attitudinal Index and the Behavioural Index scores – in general as one increases, so does the other. However, the relationship is only moderately strong with a correlation value of 0.49 and an R

2 value of 0.245. This is evidenced by the fact that in 14% of cases the

Behavioural Index is above average while the Attitudinal Index is below average and in 21% of cases the Attitudinal Index is above average while the Behavioural Index is below average.

It should be noted that the relationship shown above does not indicate causality – for example, we cannot conclude that if we increase people’s exposure to science and technology, their attitudes will automatically become more positive or conversely if we work on improving attitudes then people will automatically engage in more activities. However, it appears in general that these two aspects work together and a campaign which focuses on increasing opportunities to engage in science and technology and at the same time works to lift positive attitudes (e.g. promoting the importance of science and technology and/or aiming to demystify this area) will work well.

RELATIONSHIP BETWEEN THE ATTITUDINAL AND BEHAVIOURAL INDEX RESULTS

Strong behaviourWeak attitudes

14%

Weak behaviourWeak attitudes

38%

Strong behaviourStrong attitudes

27%

Weak behaviourStrong attitudes

21%

AVE 67

AVE 28

NB. The green trend line is an approximation only

Page 95

6.5 Overall Engagement Index

The table below show which demographic groups have an Overall Index score significantly above and below the average: TABLE 45: OVERALL INDEX ABOVE AND BELOW AVERAGE

TOTAL: Average Overall Index 43

Overall index above average









Work in farming 48 Overall index below average

Retired 37


Not working 34

People with higher levels of education, some formal scientific training and higher personal incomes are more likely to have an above-average Overall Index score, as are those who work in the following areas:




Farming

The retired, people with no educational qualifications and those not working are more likely to have a below-average Overall Index result.

Page 96

6.6 Analysis of Overall Index Scores by Demographics and Attitudes to Life

The charts below show the distribution of the Overall Index scores by a range of demographic factors.

FIGURE 30: DISTRIBUTION OF INDEX SCORES

As the above diagram shows:

There was little variation in the Overall Engagement Index by age except older people aged 55 or more are

less engaged

Males are more engaged than females

Those living in families with mainly school age children are significantly more engaged while older singles or

couples with no children at home are less engaged

There is a strong relationship between more academic qualifications and more engagement with science

and technology.

DISTRIBUTION OF OVERALL INDEX SCORES

44 44 45 44 41 45 42

0

10

20

30

40

50

15-24 25-34 35-44 45-54 55+ MALE FEMALE

BY AGEINDEX SCORE BY GENDER

41 42 44 45 47 43 41

0

10

20

30

40

50

Young singleliving alone

Group flattingtogether

Young couple -no children

Family - mainlypreschoolers

Family - mainlyschool children

Family - mainlyadults

Olderperson/couple -

no children

BY LIFESTAGE/HOUSEHOLD TYPEINDEX SCORE

3440 43

49 53

0

10

20

30

40

50

60

NoQualification

High schoolqualification

only

Polytechnic /Technical

Qualification

UniversityDegree

PostgraduateQualification

BY ACADEMIC QUALIFICATIONSINDEX SCORE

KEY:

Significantly higher

In line with the total

Significantly lower

Page 97

FIGURE 31: DISTRIBUTION OF INDEX SCORES CONT’D

The chart above shows:

As personal and household income levels increase, engagement with science and technology increases

There were no statistically significant variations in the Engagement Index by ethnicity.

DISTRIBUTION OF OVERALL INDEX SCORES CONT’D

40 40 45 49 53

0102030405060

<$20,000 $20,001 - $40,000 $40,001 - $60,000 $60,001 - $80,000 More than $80,000

BY ANNUAL PERSONAL INCOMEINDEX SCORE

INDEX SCORE

43 45 41 44 40

0

10

20

30

40

50

Pakeha/European

Māori Pacific people Asian Other

BY ETHNICITYINDEX SCORE

KEY :



Significantly lower

38 41 46 48

0102030405060

<$40,000 $40,001 - $60,000 $60,001 - $80,000 More than $80,000

BY ANNUAL HOUSEHOLD INCOME

Page 98

Looking at the chart above:

Regional results for the Overall Engagement Index are all fairly similar to the overall result

Those living in rural areas including small towns of up to 200 people are more engaged with science and

technology

Having some formal scientific training has a marked impact on being positive about science and technology.

DISTRIBUTION OF OVERALL INDEX SCORES CONT’D

43 44 43 43

0

10

20

30

40

50

Auckland Upper NorthIsland

(excl Auckland)

Lower North Island South Island

BY REGIONINDEX SCORE

INDEX SCORE

5340

0

10

20

30

40

50

60

Yes No

HAVE SOME SCIENTIFIC TRAININGINDEX SCOREKEY :



Significantly lower

42 44 42 46

0

10

20

30

40

50

Major Centre Provincial City Provincial Town Rural

BY TYPE OF REGION

Page 99

The chart below shows the attitudes associated with higher and lower Overall Index scores.

FIGURE 32: OVERALL INDEX SCORE BY THOSE WHO AGREE WITH THE FOLLOWING ATTITUDINAL STATEMENTS

Those with the highest overall engagement scores include people who want to study more, those who are

environmentalists at heart and people who believe in a multicultural society and want New Zealand to retain its

Māori culture.

47

46

46

46

45

45

44

43

42

41

39

I NEED TO DO MORE FORMAL STUDY TO ADVANCE MY CAREER (N=1,048)

I AM AN ENVIRONMENTALIST AT HEART (N=1,724)

WE SHOULD MAKE SURE NZ KEEPS ITS MAORI CULTURE (N=1,898)

A MULTI-CULTURAL SOCIETY IS A STRONG SOCIETY (N=2,011)

I AM VERY ATTRACTED TO NEW IDEAS (N=2,442)

I BELIEVE NZ IS HEADING IN THE RIGHT DIRECTION (N=1,570)

IT IS IMPORTANT TO LEARN NEW THINGS THROUGHOUT LIFE (N=2,775)

TOTAL

I AM ON A VERY TIGHT BUDGET (N=1,901)

EVERYTHING IN NZ IS CHANGING TOO FAST (N=842)

LIFE IS A CONSTANT STRUGGLE FOR ME (N=890)

Only significant differences are shown above

ABOVE AVERAGE

BELOW AVERAGE

Page 100

SECTION 7 SEGMENTATION ANALYSIS

Page 101

7. SEGMENTATION ANALYSIS

7.1 Introduction – the 2010 Segmentation Model

To better understand the incidence and linkages between the public’s attitudes to science, we used latent class

modelling in 2010 to identify five segments of the general public. The variables used in this segmentation

included:

I enjoy finding out about new ideas in science

New Zealand needs to develop science in order to enhance our international competitiveness

Science and technology are too specialised for me to understand

It is important to be kept up-to-date on science issues

Science is important in my daily life

Do you have any formal training in science?

The five segments were as follows:

Mainstream

Science Orientated

Science Followers

Enthusiasts

Disengaged.

The size of each of the segments in 2010 is shown in the following diagram:

FIGURE 33: 2010 SEGMENT DISTRIBUTION

Page 102

The key characteristics of the five segments in 2010 were as follows: Mainstream

This segment was the largest segment, accounting for 44% of the sample. Predominantly female, this segment

was characterised by their lower than average appreciation for the benefits of developments in science and

technology. Despite having a qualification, albeit only a high school qualification, they also believed science was

too specialised for them to understand.

Science Orientated

The second largest segment (23%), Science Orientated, was predominantly males. They saw the main benefit

from developments in science and technology being the advances in new medical techniques and treatments

and new forms of transport. This group was more sceptical of mainstream media as an information source than

the Mainstreamers.

Science Followers

This segment believed that science was very important in all aspects of life – it accounted for 13% of the total

population. They enjoyed following it, but had trouble understanding it and were overwhelmed by the amount of

information around. They tended to be very trusting of the information they saw and heard, most likely due to

their lack of knowledge (they were unlikely to have any qualification).

Enthusiasts

Possibly not a surprise, only 11% were defined as Enthusiasts. Enthusiasts believed there were benefits to

humanity from developments in all areas of science and technology, and were fully involved on a personal level

in the topic (enjoying finding out about new ideas). This segment’s members were strong supporters for

government funding in science.

Disengaged

Another small segment (9%), the Disengaged did not have a high appreciation for the benefits that

developments in science and technology generate. This group was far less trusting of information sources,

including scientists.

7.2 Repeating the Segmentation Conducted in 2010 We included exactly the same diagnostic questions in 2014 as in 2010, enabling us to repeat the 2010 segmentation in the same way as it was conducted in 2010 using the current survey data. The result was as follows:

Segment 2010 Results % of the population

2014 Results % of the population

Difference % points 2014 cf. 2010

Mainstream 44% 39% - 5 points

Science Orientated 23% 21% - 2 points

Science Follower 13% 21% + 8 points

Enthusiast 11% 12% + 1 point

Disengaged 9% 5% - 4 points

Base n= 1,200 3,004

KEY: Significant increase: Significant decrease:

Page 103

The Science Follower group has increased appreciably since 2010, while the Mainstream and Disengaged

segments have decreased in size over the four year period. As noted above, Science Followers believe science

and technology is important but they have difficulty understanding it and feel overwhelmed by the amount of

information in this area. It is pleasing to see that the Disengaged group has declined in size.

7.3 New Segmentation of 2014 Results

We again identified five segments as follows:

FIGURE 34: DISTRIBUTION OF SEGMENTS

7.4 Profiling the 2014 Segments These segments are characterised as follows: BUNSEN BURNER BARRY (15% OF THE TOTAL)

TOTAL

BUNSEN BURNER BARRY




Bunsen Burner Barry is heavily engaged with science and technology and all three Index scores above are significantly higher than the total.

ATTITUDES & BEHAVIOUR

• Strongly likely to enjoy science & technology

• Does not find these areas difficult to understand

• Very interested in science and technology and more likely to find all scientific

31%

25%

19%

10%

15%

Penelope Public

Optimistic Oliver

Anxious Angela

Negative Nellie

Bunsen Burner Barry

Page 104

areas important

• 79% have undertaken science activities at work

• 89% have engaged in some community based science activity

• 98% have attended a science event or attraction

• 100% have some academic or media engagement in the last year

• 95% are attracted to new ideas

DEMOGRAPHICS

• 57% are male

• All age groups are represented

• 25% are from a provincial city

• 25% have a postgraduate qualification

• 52% have some formal scientific training

PENELOPE PUBLIC (31% OF THE TOTAL)

TOTAL

PENELOPE PUBLIC




Penelope Public is moderately engaged with science and technology with their Attitudinal Index and Overall Index in line with the total and the Behavioural Index significantly lower.


• Many results in line with the total

• Attitudes are generally positive while fewer activities are undertaken than the average

• 90% enjoy finding out about new technologies

• 85% are interested in developments in science

• 55% find conflicting information confusing

• Only 53% find science important in their daily life

• Have a strong belief in the importance of science for society and the economy

• 97% have engaged in some media activity (77% have watched scientific programmes on TV)

DEMOGRAPHICS • 57% are female

Page 105

• 37% are aged 55 or more

• 26% have a Polytechnic qualification

• Only 20% have any formal scientific training

OPTIMISTIC OLIVER (25% OF THE TOTAL)

TOTAL

OPTIMISTIC OLIVER




Optimistic Oliver is second only to Bunsen Burner Barry in his engagement with science and technology and all three Index results above are significantly higher than the average.

ATTITUDES & BEHAVIOUR • Very positive overall attitudes

• 93% enjoy finding out about new scientific ideas

• Interested in all aspects of science

• 79% find science important in their daily life

• Second in media engagement behind Bunsen Burner Barry

• Highest agreement that NZ is heading in the right direction (64%)

• 100% agree it is important to learn new things throughout life

DEMOGRAPHICS

• 52% male/ 48% female

• All age ranges

• 32% have some scientific training

• Second highest income levels

ANXIOUS ANGELA (19% OF THE TOTAL)

TOTAL

ANXIOUS ANGELA




Page 106

Anxious Angela is not especially engaged with science and technology, with only one other segment (Negative Nellie) being less engaged. All three Index results are below the average.


• Only Negative Nellie is behind this group in attitudes and behaviour

• Only 57% enjoy finding out about new scientific ideas

• 48% find science too specialised to understand

• 60% feel there is too much conflicting information about science

• They are not very interested in science and technology and are less inclined to find any areas covered in the Survey are important

• Very low academic engagement (only 15%)

• Only 48% believe New Zealand is heading in the right direction

• 36% feel everything in NZ is changing too fast

DEMOGRAPHICS

• 56% are female

• 37% are aged 55 or more

• Only 10% live in a rural area

• 42% have a high school qualification only

• 88% have no formal scientific training

NEGATIVE NELLIE (19% OF THE TOTAL)

TOTAL

NEGATIVE NELLIE




Negative Nellie is disengaged with science and technology and all three Index results for this segment are significantly below the average.


• Very disengaged

• No one in this group has engaged in any activities relating to science and technology

• Only 50% enjoy finding out about new scientific ideas

• Only around a third want to have their say about this area

Page 107

• Only 63% feel science is a worthwhile career to pursue

• 39% say life is a constant struggle

• Only 38% say NZ is heading in the right direction

DEMOGRAPHICS

• 53% female/ 47% female

• 37% aged 55 or more

• 26% have no academic qualifications

• 93% have no formal scientific training

• Less likely than other segments to be NZ European/Pākehā (73%)

7.5 Detailed Analysis of 2014 Segments by Survey Results The following tables show in more detail how the segments differ by Index scores and demographics: TABLE 46: SEGMENTS BY INDEX SCORES

Bunsen Burner Barry, as his name might suggest, is well ahead of all the other segments on all index measures while Negative Nellie and to a lesser extent Anxious Angela are well behind. Interestingly, Penelope Public’s attitude score is in line with the total but her behavioural score is a little behind.

TOTALPENELOPE

PUBLICOPTIMISTIC

OLIVERANXIOUS ANGELA

NEGATIVE NELLIE

BUNSEN BURNER BARRY

ATTITUDINAL INDEX SCORE 67 66 73 56 54 81

BEHAVIOURAL INDEX SCORE 28 21 38 8 0 67

OVERALL INDEX SCORE 43 39 52 28 22 72Base n= 3,004 919 752 584 307 442

KEY: Compared with the total Significantly more Significantly less

Page 108

TABLE 47: SEGMENTS BY EMOTIVE AND COGNITIVE ATTITUDES (% AGREE)

Less positive segments include Anxious Angela and Negative Nellie. Penelope Public and Anxious Angela are more likely to feel there is too much conflicting information about science. TABLE 48: SEGMENTS BY INTEREST IN SCIENCE & TECHNOLOGY (% VERY & FAIRLY INTERESTED)

Bunsen Burner Barry is supremely interested while Negative Nellie is much less interested in science & technology. Penelope Public is close to the average

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

BY EMOTIVE ATTITUDES

I enjoy finding out about new ideas in science 79 83 93 57 50 97

I enjoy finding out about new technologies 84 90 91 72 58 96

BY COGNITIVE ATTITUDESScience and technology are too specialised for

me to understand 35 39 25 48 45 23

There is so much conflicting information about

science, it is hard to know what to believe 51 55 47 60 54 34

Base n= 3,004 919 752 584 307 442


TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

INTERESTED IN

Developments in science 81 85 94 67 40 99

Taking part in scientific projects of benefit to

your community 63 63 75 42 33 94

Having your say on ethical issues around

science 65 64 77 50 34 91

Having your say on what scientific areas

government should invest in 65 67 73 54 38 85

Doing more science/ technology activities with

your children/young people you spend time with 66 66 76 48 40 93

Learning more about how Mātāuranga Māori

(traditional Maori knowledge) relates to science 41 37 48 30 25 62

Base n= 3,004 919 752 584 307 442


Page 109

TABLE 49: SEGMENTS BY PERCEIVED IMPORTANCE OF SCIENCE PERSONALLY AND IN PEOPLES’ STUDY & CAREERS (% AGREE)

Bunsen Burner Barry and Optimistic Ollie find all the areas above more important than the average while Anxious Angela and Negative Nellie find all these areas less important TABLE 50: SEGMENTS BY PERCEIVED IMPORTANCE OF SCIENCE FOR SOCIETY, THE ENVIRONMENT AND THE ECONOMY (% AGREE)

Bunsen Burner Barry, Optimistic Ollie & Penelope Public find all the areas below more important than the average while Anxious Angela and Negative Nellie find all these areas less important

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

Technology is an important subject for people to study at school 90 94 95 83 78 94

Science is an important subject for people to study at school 90 94 97 79 70 95

Science is a worthwhile career to pursue 83 83 90 73 63 96

Knowledge of science is useful for increasing career opportunities 84 85 93 73 67 93

It is important to be kept up-to-date on science issues 80 84 90 64 54 96

Science is important in my daily life 59 53 79 34 23 95

Base n= 3,004 919 752 584 307 442


TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

Science is important for improving human health 91 95 96 85 73 98

Science is important for the preservation of New Zealand's environment 87 90 94 74 68 97

NZ needs to develop its scientific & technology sector in order to enhance its

international competitiveness 83 88 87 71 66 95

Science is important for addressing key challenges affecting our society 82 87 89 70 63 93

The government should fund scientific research even if we can't be sure of

economic benefits 69 73 75 55 47 81

Base n= 3,004 919 752 584 307 442


Page 110

TABLE 51: SEGMENTS BY ACTIVITIES UNDERTAKEN IN THE LAST YEAR (% WHO HAVE UNDERTAKEN ANY ACTIVITY IN EACH AREA)

Bunsen Burner Barry and Optimistic Oliver have conducted the most activities and Negative Nellie the least. Interestingly only Negative Nellie has not conducted any activities at all in the last year, signaling that anything to do with science and technology is actively avoided by this group. TABLE 52: SEGMENTS BY MEDIA ENGAGEMENT WITH SCIENCE AND TECHNOLOGY IN THE LAST YEAR

Bunsen Burner Barry and Optimistic Oliver have engaged in more media activities than the other three segments and in particular are engaging in many more online activities. The only appreciable media activity for Negative Nellie is 22% of this segment having watched a programme with a scientific theme on television.

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

Any Academic Engagement 53 49 81 15 0 100

Any Event Or Attraction-based Engagement 63 68 85 33 0 98

Any Community-based Engagement 51 52 68 23 0 89

Any Work-based Engagement 24 8 38 0 0 79

Any Media Engagement 87 97 99 83 24 100

Any activity at all 92 100 100 100 24 100

Base n= 3,004 919 752 584 307 442


TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

Any media engagement 87 97 99 83 24 100

Watched a programme with a scientific theme on TV 72 77 84 57 22 95

Read scientific article/s in newspaper/s or magazine/s 56 58 78 24 1 93

Conducted personal research for yourself on the Internet regarding scientific topic/s e.g. health or the environment 46 41 66 21 0 85

Visited an online news site and checked out breaking news about science e.g. on Stuff.co.nz 44 43 62 23 0 75

Viewed a video on a scientific topic online e.g. on YouTube or TED.com 44 38 63 19 0 86

Listened to a scientific topic on the radio e.g. on Radio NZ 34 34 48 11 0 60

Downloaded a science app e.g. the Geonet quake app or bird apps etc. 21 17 28 8 0 50

Read or responded to a blog on a scientific topic 20 15 28 4 0 53

Discussed a scientific matter on a social media site e.g. Facebook 20 12 30 5 0 56

Base n= 3,004 919 752 584 307 442


Page 111

TABLE 53: SEGMENTS BY ATTITUDES TO LIFE (% AGREE)

Having strong religious beliefs does not differentiate the segments. Anxious Angela and Optimistic Oliver are diametrically opposed on most attitudes except for having strong religious beliefs. It is noteworthy that both Penelope Public and Optimistic Oliver are very attracted to new ideas, suggesting they could be open to lifting their level of engagement with science and technology

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

I am very attracted to new ideas 85 88 96 71 60 95

I believe NZ is heading in the right direction 55 57 64 48 38 54

I am on a very tight budget 61 66 55 66 64 51

I am an environmentalist at heart 61 64 68 50 38 76

I need to do more formal study to advance my

career 39 34 47 29 29 55

A multi-cultural society is a strong society 73 73 81 63 51 88

Everything in NZ is changing too fast 30 32 25 36 30 25

We should make sure NZ keeps its Maori

culture 71 74 77 57 51 86

I have strong religious beliefs 37 38 38 37 34 36

It is important to learn new things throughout

life 94 96 100 90 81 98

Life is a constant struggle for me 27 27 22 33 39 17

Base n= 3,004 919 752 584 307 442


Page 112

TABLE 54: SEGMENTS BY AGE & GENDER

Both Penelope Public and Anxious Angela have more people aged 55 plus and these segments also have a female skew. Bunsen Burner Barry is more likely to be a male. TABLE 55: SEGMENTS BY REGION

The only differences by region are that Anxious Angela is less likely than other segments to live in a rural area and Bunsen Burner Barry is more likely to live in a provincial city

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

BY AGE

15-24 17 14 20 16 20 20

25-34 15 12 15 15 16 17

35-44 16 18 14 15 11 20

45-54 19 19 21 17 20 20

55+ 33 37 29 37 33 23

BY GENDERMale 48 43 52 44 47 57

Female 52 57 48 56 53 43Base n= 3,004 919 752 584 307 442


TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

BY REGION

Auckland 33 33 33 34 32 33

Upper North Island (excl Auckland) 20 21 18 19 24 21

Lower North Island 23 22 22 23 21 25

South Island 24 25 27 24 22 21

BY TYPE OF REGIONA major centre (e.g. Auckland, Wellington, Christchurch,

Hamilton and Dunedin) 50 51 53 52 46 42

A provincial city (e.g. Napier, Hastings, Tauranga,

Timaru, Palmerston North) 18 16 17 18 22 25

A provincial town

(e.g. Masterton, Westport, Kaikoura) 18 20 17 20 21 14

A rural area (includes living in a very small town of less

than 200 population) 13 13 13 10 11 19

Base n= 3,004 919 752 584 307 442


Page 113

TABLE 56: SEGMENTS BY EDUCATIONAL QUALIFICATIONS

Bunsen Burner Barry is the most highly qualified segment and Negative Nellie the least qualified. TABLE 57: SEGMENTS BY ANNUAL INCOME LEVELS

Bunsen Burner Barry and Optimistic Oliver have the highest income levels, while Negative Nellie has the lowest annual income.

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

HIGHEST QUALIFICATION

No Qualification 10 8 6 13 26 4

High school qualification only 33 34 32 42 36 17

Polytechnic / Technical Qualification 23 26 22 23 17 20

University Graduate 20 20 23 13 9 32

Postgraduate Qualification 12 9 15 5 4 25

HAVE SOME FORMAL SCIENTIFIC TRAINING

Yes 24 20 32 10 6 52

No 75 79 68 88 93 48

Base n= 3,004 919 752 584 307 442


TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

ANNUAL PERSONAL INCOME<$20,000 25 27 22 26 36 16

$20,001 - $40,000 21 23 19 24 24 13

$40,001 - $60,000 15 16 15 15 9 17

$60,001 - $80,000 12 10 13 9 5 22

More than $80,000 11 9 16 5 2 21

ANNUAL HOUSEHOLD INCOME<$40,000 22 24 15 28 34 10

$40,001 - $60,000 13 14 10 15 14 11

$60,001 - $80,000 12 13 11 11 7 19

More than $80,000 29 28 37 21 11 43

Base n= 3,004 919 752 584 307 442


Page 114

TABLE 58: SEGMENTS BY ETHNICITY AND WHETHER BORN IN NZ

Negative Nellie is less likely than other segments to be NZ European/Pākehā.

TOTALPENELOPE

PUBLICOPTIMISTIC


NEGATIVE NELLIE

BUNSEN BURNER BARRY

% % % % % %

ETHNICITY Note – multiple responses were allowed

NZ European/Pākehā 80 82 83 80 73 80

Māori 9 7 10 8 13 9

Pacific people 5 5 4 6 8 5

Asian 9 9 7 9 10 9

Other 3 2 4 3 3 3

BORN IN NEW ZEALAND

Yes 76 77 74 76 79 74

No 24 23 26 24 21 26

Base n= 3,004 919 752 584 307 442


Page 115

APPENDICES

Page 116

APPENDIX ONE: COMPARISON OF 2010 WITH 2014 RESULTS Introduction

While the questions asked were modified considerably in the 2014 Survey compared with the 2010 Survey, still

there was a core of questions which remained the same and in this section we examine the changes in these

results from 2010 to 2014.

As covered in Appendix Two following, in general in the current 2014 results there was a considerable

difference between responses which were recorded online versus those recorded via the CATI telephone

method. Therefore in order to compare ‘apples with apples’ in the charts below we separately compare the

online and CATI results in 2010 and 2014. Where we see a significant change occurring for both methods it is

safe to conclude that the change is real rather than methodology related.

FIGURE 35: COMPARING PEOPLES’ UNDERSTANDING OF SCIENCE& TECHNOLOGY – 2010 VS. 2014

The chart above indicates no significant changes relating to peoples’ understanding of science that are repeated

in both the online and CATI surveys.

For instance, agreement that science and technology is too specialised to understand has increased by 4

percentage points from 44% to 48% in the CATI surveys but decreased from 49% to 40% in the online surveys

(a fall of 9 percentage points). This indicates that changes may have occurred in the two different sample

groups but there is no clear overall trend.

Similarly, looking at the statement there is so much conflicting information, it is hard to know what to believe,

agreement has lifted by 7 percentage points in the CATI survey which is a significant result, but the 2 points

increase in the online survey results is not significant.

21%

23%

17%

14%

7%

9%

3%

6%

23%

25%

32%

26%

17%

22%

17%

16%

26%

11%

20%

26%

27%

13%

21%

28%

18%

27%

26%

23%

29%

37%

42%

35%

9%

12%

5%

9%

19%

18%

16%

13%


UNDERSTAND




Base CATI 2010 n= 600, 2014 n= 500; ONLINE 2010 n= 600, 2014 n= 2,504. Note that the scale is reversed as the statement is a negative one –disagree is a positive result


CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

Page 117

FIGURE 36: COMPARING THE IMPORTANCE OF TWO AREAS RELATING TO THE PERSONAL IMPORTANCE OF SCIENCE & TECHNOLOGY – 2010 VS. 2014

Again, the chart above indicates no significant changes relating to the importance of the two areas above that are repeated in both the online and CATI surveys

When comparing 2010 with 2014 results, we see a significantly stronger score with those that agree with both statements amongst our CATI respondents but this is not repeated in the online surveys where agreement levels have fallen back a little.

33%

46%

28%

29%

25%

32%

18%

20%

45%

44%

47%

43%

31%

37%

37%

30%

16%

6%

18%

21%

26%

16%

27%

31%

5%

4%

12%

13%

12%

13%

6%

4%

4%





Base CATI 2010 n= 600, 2014 n= 500; ONLINE 2010 n= 600, 2014 n= 2,504

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

Page 118

FIGURE 37: COMPARING THE IMPORTANCE OF THREE AREAS RELATING TO THE IMPORTANCE OF SCIENCE FOR THE ECONOMY AND THE ENVIRONMENT – 2010 VS. 2014

For the first two statements above, while the CATI survey results have increased appreciably, the online survey results have fallen back a little, indicating no clear overall trend. However, there was a strong lift from 2010 to 2014 in those that agree the Government should fund science

research even if we can’t be sure of economic benefits for both the CATI and online methodologies suggesting

people overall are more positive about spending on ‘pure scientific research’.

43%62%

43%46%

40%52%

44%45%

25%32%

18%26%

40%31%

41%36%

35%39%

36%32%

27%42%

39%38%

13%

11%12%

16%5%

15%14%

27%11%

21%22%

5%

4%

15%10%

17%7%

4%

4%



INTERNATIONAL COMPETITIVENESS*


ECONOMIC BENEFITS



Base CATI 2010 n= 600, 2014 n= 500; ONLINE 2010 n= 600, 2014 n= 2,504

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

*Note that wording in 2010 survey was “New Zealand needs to develop science in order to enhance our international competitiveness”

Page 119

FIGURE 38: COMPARING THE AMOUNT OF INFORMATION PEOPLE SEE AND HEAR ABOUT SCIENCE – 2010 VS. 2014

There was little difference for both survey methods between 2010 and 2014 in the amount of information you see and hear about science these days.

Base CATI 2010 n= 600, 2014 n= 500; ONLINE 2010 n= 600, 2014 n= 2,504Thinking now about the amount of information you see and hear about science these days, would you say you see and hear …?

7%

5%

8%

4%

49%

52%

44%

45%

33%

33%

37%

39%

7%

8%

6%

4%4%

AMOUNT OF INFORMATION YOU SEE ANDHEAR THESE DAYS

Far too much Too much About the right amount Too little Far too little Don't know

CATI 2010

ONLINE 2010

CATI 2014

ONLINE 2014

Page 120

APPENDIX TWO: COMPARISON OF 2014 ONLINE AND CATI SURVEY RESULTS Introduction In both 2010 and 2014 we used a mixed methodology (Online and CATI). This Section looks at the differences between the CATI and Online survey responses in 2014. Most of the differences shown are statistically significant. These differences reflect two main things:

1) Differences in how people respond to CATI surveys vs online surveys 2) Differences in the two samples

In 2010 in general the results were fairly similar between the two methods but a number of differences were also observed such as CATI responses being more polarised (fewer results in the middle of each scale). We believe most of these differences were due to how people respond to CATI surveys compared with online surveys, as the samples were fairly similar involving approximately 80% of the population for both methods. These differences are exaggerated in the current 2014 result. The fact that differences are more exaggerated than in 2010 suggests sample differences account for the widening gap between the two results and this makes sense in that in 2010 a much greater proportion have landlines (used for the CATI interviews) whereas this proportion has fallen off in 2014. Hence, the two samples in 2014 look more different than in 2010 – by 2014 around 85% have access to the Internet from any source compared with 68% with landlines. A key implication of the differences we observed is that careful weighting of the two data sources was required to provide reliable weighted overall results and this is discussed in Appendix Three. The charts following illustrate the main differences between the CATI and Online survey responses in 2014.

Page 121

FIGURE 39: COMPARING CATI AND ONLINE RESULTS FOR QUESTIONS ABOUT ENJOYMENT OF SCIENCE & TECHNOLOGY (THE EMOTIVE DIMENSION) – 2014 RESULTS

CATI respondents have stronger positive attitudes when it comes to agreeing that I enjoy finding out about new ideas in science, compared to those who responded to the Online survey (84% vs. 75% Agree). Similarly they are more positive about enjoying finding out about new technologies (89% vs. 80% Agree).

44%

38%

44%

42%

40%

37%

45%

38%

9%

18%

6%

14%

4%

4%

3%

3%

I ENJOY FINDING OUT ABOUT NEWIDEAS IN SCIENCE

I ENJOY FINDING OUT ABOUT NEWTECHNOLOGIES



Base CATI n= 500; ONLINE n= 2,504.

CATI

ONLINE

CATI

ONLINE

Page 122

FIGURE 40: COMPARING CATI AND ONLINE RESULTS FOR QUESTIONS ABOUT UNDERSTANDING SCIENCE & TECHNOLOGY (THE COGNITIVE DIMENSION) – 2014 RESULTS

For both statements above the CATI responses are more polarised than the Online results – these people are both more likely to agree and to disagree with these statements.

23%

14%

9%

6%

25%

26%

22%

16%

11%

26%

13%

28%

27%

23%

37%

35%

12%

9%

18%

13%


UNDERSTAND




Base CATI n= 500; ONLINE n= 2,504. Note that the scale is reversed as the statement is a negative one – disagree is a positive result


CATI

ONLINE

CATI

ONLINE

Page 123

FIGURE 41: COMPARING CATI AND ONLINE RESULTS REGARDING THE IMPORTANCE OF SCIENCE & TECHNOLOGY PERSONALLY AND IN PEOPLES’ EDUCATION AND CAREERS – 2014 RESULTS

Similar to the previous questions, CATI Survey respondents have a higher proportion who agree with each

statement, compared with Online Survey respondents. This is particularly marked when looking at science is

important in my daily life, (69% CATI vs. 50% Online) and it is important to be kept up-to-date on science issues

(90% CATI vs. 72% Online).

66%

58%

69%

55%

51%

46%

48%

42%

46%

29%

32%

20%

28%

29%

25%

31%

35%

34%

41%

38%

44%

43%

37%

30%

4%

9%

4%

9%

9%

14%

7%

13%

6%

21%

16%

31%

13%

13%

TECHNOLOGY IS AN IMPORTANT SUBJECT FORPEOPLE TO STUDY AT SCHOOL

SCIENCE IS AN IMPORTANT SUBJECT FOR PEOPLETO STUDY AT SCHOOL

SCIENCE IS A WORTHWHILE CAREER TO PURSUE

KNOWLEDGE OF SCIENCE IS USEFUL FORINCREASING CAREER OPPORTUNITIES






CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

Page 124

FIGURE 42: COMPARING CATI AND ONLINE RESULTS REGARDING THE IMPORTANCE OF SCIENCE & TECHNOLOGY FOR SOCIETY, THE ENVIRONMENT AND THE ECONOMY – 2014 RESULTS

Once again CATI respondents more strongly agree with all the statements above relating to the importance of science and technology for society, the environment and the economy.

79%

60%

62%

46%

46%

43%

52%

45%

32%

26%

18%

27%

31%

36%

41%

36%

39%

32%

42%

38%

7%

3%

12%

6%

14%

5%

14%

11%

22%

3%

3%

3%

10%

7%

SCIENCE IS IMPORTANT FOR IMPROVING HUMANHEALTH


SCIENCE IS IMPORTANT FOR ADDRESSING KEYCHALLENGES AFFECTING OUR SOCIETY


INTERNATIONAL COMPETITIVENESS


ECONOMIC BENEFITS




CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

Page 125

FIGURE 43: COMPARING CATI AND ONLINE RESULTS FOR TWO OTHER ATTITUDINAL STATEMENTS – 2014 RESULTS

Results are again more polarised in the CATI Survey than in the Online Survey, although in one instance agreement levels are fairly similar i.e. 64% of the CATI group agree that scientists should listen more to what ordinary people think compared with 61% of the Online group.

30%

25%

14%

14%

34%

36%

30%

21%

18%

28%

23%

32%

11%

7%

17%

13%

9%

11%

6%

9%

SCIENTISTS SHOULD LISTEN MORE TO WHATORDINARY PEOPLE THINK

MĀTAURANGA MĀORI (TRADITIONAL MĀORIKNOWLEDGE) HAS A ROLE IN SCIENCE




CATI

ONLINE

CATI

ONLINE

Page 126

FIGURE 44: COMPARING CATI AND ONLINE RESULTS REGARDING PEOPLES’ LEVEL OF INTEREST IN SCIENCE & TECHNOLOGY – 2014 RESULTS

For four of the six statements above there is considerably stronger agreement from those completing the CATI Survey.

27%

28%

20%

21%

20%

20%

28%

22%

16%

17%

14%

13%

57%

51%

46%

44%

48%

43%

43%

42%

49%

45%

30%

25%

12%

15%

26%

25%

26%

26%

18%

23%

28%

27%

29%

31%

4%

6%

5%

6%

6%

8%

8%

7%

6%

24%

26%

5%

5%

6%

5%

5%

INTERESTED IN DEVELOPMENTS IN SCIENCE

IN HAVING YOUR SAY ON WHAT SCIENTIFIC AREASGOVERNMENT SHOULD INVEST IN

IN HAVING YOUR SAY ON ETHICAL ISSUESAROUND SCIENCE

IN DOING MORE SCIENCE/ TECHNOLOGYACTIVITIES WITH YOUR CHILDREN/YOUNG PEOPLE

YOU SPEND TIME WITH

IN TAKING PART IN SCIENTIFIC PROJECTS OFBENEFIT TO YOUR COMMUNITY

IN LEARNING MORE ABOUT HOW MĀTAURANGAMĀORI (TRADITIONAL MĀORI KNOWLEDGE)

RELATES TO SCIENCE

Very interested Fairly interested Not very interested Not at all interested Don't know


How interested are you in…?

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

CATI

ONLINE

Page 127

FIGURE 45: COMPARING RESULTS FOR THE AMOUNT OF INFORMATION PEOPLE RECEIVE ABOUT SCIENCE– 2014 RESULTS

There was only a slight difference between methodologies regarding the amount of information you see and hear these days (52% of the CATI group feel this is about right compared with 45% of the Online Survey group).

Base CATI n= 500; ONLINE n= 2,504. Thinking now about the amount of information you see and hear about science these days, would you say you see and hear …?

5%

4%

52%

45%

33%

39%

8%

4%4%

AMOUNT OF INFORMATION YOU SEE ANDHEAR THESE DAYS

Far too much Too much About the right amount Too little Far too little Don't know

CATI

ONLINE

Page 128

FIGURE 46: COMPARING CATI AND ONLINE RESULTS REGARDING HOW WELL INFORMED PEOPLE FEEL ABOUT DEVELOPMENTS IN SCIENCE & TECHNOLOGY – 2014 RESULTS

Again we see a moderate difference in how informed do you feel about developments in science and technology (57% of the CATI group feel fairly well informed versus 52% of the Online Survey group).

Base CATI n= 500; ONLINE n= 2,504. How informed do you feel about developments in science and technology?

9%

7%

57%

52%

30%

35%

3%

4%

HOW INFORMED DO YOU FEEL ABOUTDEVELOPMENTS IN SCIENCE AND

TECHNOLOGY?

Very well informed Fairly well informed Not very well informed Not at all informed Don't know

CATI

ONLINE

Page 129

FIGURE 47: COMPARING CATI AND ONLINE RESULTS REGARDING THE ACTIVITIES PEOPLE HAVE ENGAGED WITH – 2014 RESULTS

Engagement levels are significantly higher amongst our CATI respondents in all the areas above. Indeed 98% of the CATI respondents have engaged in any activity compared with 88% of Online respondents. The following charts demonstrate that these significant differences apply in all activity areas…



96%

78%

71%

70%

37%

81%

51%

38%

35%

12%

MEDIA ENGAGEMENT

EVENT OR ATTRACTION BASED ENGAGEMENT

ACADEMIC ENGAGEMENT

COMMUNITY BASED ENGAGEMENT

WORK BASED ENGAGEMENT CATI

ONLINE

88%

ANY ACTIVITY

98%

Page 130

FIGURE 48: COMPARING CATI AND ONLINE RESULTS FOR ACADEMIC ENGAGEMENT– 2014 RESULTS

FIGURE 49: COMPARING CATI AND ONLINE RESULTS FOR EVENT OR ATTRACTION-BASED ENGAGEMENT– 2014 RESULTS

40%

39%

37%

30%

31%

19%

15%

15%

10%

9%


LISTENED TO A LECTURE ON A SCIENTIFIC TOPIC

READ A FORMAL SCIENTIFIC PAPER

VISITED A SCHOOL OR UNIVERSITY TO LEARN MORE ABOUT A TECHNOLOGY OR SCIENCE TOPIC

FORMALLY STUDIED A SCIENTIFIC TOPIC CATI

ONLINE



38%

ANY ACADEMIC ENGAGEMENT

71%

61%

38%

31%

27%

41%

21%

9%

8%


VISITED AN ATTRACTION WHERE SCIENCE IS PROFILED IN AN OUTDOOR NATURAL ENVIRONMENT E.G. AN ECO-TOURISM ATTRACTION, SUCH AS

WHALE WATCHING OR VISITING A SEAL COLONY ETC.

ATTENDED A BUSINESS OR INDUSTRY EVENT WHERE THE UPTAKE OF SCIENCE AND TECHNOLOGY IS HIGHLIGHTED

ATTENDED OR PARTICIPATED IN A SCIENCE EVENT

CATI

ONLINE



51%

ANY ENGAGEMENTWITH AN EVENT OR

ATTRACTION

78%

Page 131

FIGURE 50: COMPARING CATI AND ONLINE RESULTS FOR COMMUNITY-BASED ENGAGEMENT– 2014 RESULTS

FIGURE 51: COMPARING CATI AND ONLINE RESULTS FOR WORK-BASED ENGAGEMENT– 2014 RESULTS

59%

29%

31%

6%

DONATED MONEY TO SUPPORT SCIENTIFICRESEARCH E.G. CANCER RESEARCH

TOOK PART IN A SCIENTIFIC PROJECT OR DISCUSSION WITHIN MY COMMUNITY

CATI

ONLINE



35%

ANY COMMUNITY-BASED ENGAGEMENT

70%

30%

25%

8%

7%

USED SCIENCE TO CREATE A NEW OR IMPROVED PRODUCT OR PRACTISE AT YOUR WORK

UNDERTAKEN ADDITIONAL TRAINING OR EDUCATION IN SCIENCE FOR MY WORK

CATI

ONLINE



12%

ANY WORK-BASED ENGAGEMENT

37%

Page 132

FIGURE 52: COMPARING CATI AND ONLINE RESULTS FOR MEDIA ENGAGEMENTWITH SCIENCE AND TECHNOLOGY – 2014 RESULTS

Note that even with Online activities the CATI group recorded more activities than the Online group.

83%

73%

50%

56%

64%

45%

24%

26%

29%

62%

41%

39%

33%

31%

24%

17%

17%

14%

WATCHED A PROGRAMME WITH A SCIENTIFIC THEME ON TV E.G. A DAVID ATTENBOROUGH DOCUMENTARY AND/OR A POPULAR PROGRAMME LIKE MYTH

BUSTERS


VISITED AN ONLINE NEWS SITE AND CHECKED OUT BREAKING NEWS ABOUT SCIENCE E.G. ON STUFF.CO.NZ

VIEWED A VIDEO ON A SCIENTIFIC TOPIC ONLINE E.G. ON YOUTUBE OR TED.COM

CONDUCTED PERSONAL RESEARCH FOR YOURSELF ON THE INTERNET REGARDING SCIENTIFIC TOPIC/S E.G. HEALTH OR THE ENVIRONMENT

LISTENED TO A SCIENTIFIC TOPIC ON THE RADIO E.G. ON RADIO NZ

READ OR RESPONDED TO A BLOG ON A SCIENTIFIC TOPIC

DOWNLOADED A SCIENCE APP E.G. THE GEONET QUAKE APP OR BIRD APPS ETC.

DISCUSSED A SCIENTIFIC MATTER ON A SOCIAL MEDIA SITE E.G. FACEBOOK

CATI

ONLINE



81%

ANY MEDIA ENGAGEMENT

96%

Page 133

APPENDIX 3. TECHNICAL DESCRIPTION OF THE WEIGHTING

Introduction

To ensure an accurate representation of the population, the survey data was weighted to reflect population figures for those aged 15 and over from the 2013 Census. This weighting was based on age, gender and Region. Further rim weightings were applied to adjust the results by ethnicity. Finally, the survey data from the online and CATI surveys was weighted according to the proportion of those aged 15 plus who accessed the Internet from any source compared with those having a landline in the household. The source data for this weighting was Q3 2014 results from Nielsen’s Consumer and Media Insights survey which is also weighted by Census data. Weighting variables

Age groups: Four groups: 15 to 24 years, 25 to 39 years, 40 to 54 years and 55+ years.

Gender: Two groups: Male and Female

Region: Auckland, Upper North Island excluding Auckland, Lower North Island and South Island

Ethnicity: Four major ethnic groups: European, Pacific, Māori and Asian

The four ethnic groups were classified as follows:

European vs. non-European

European: made up of NZ European/Pākehā, Other European plus Middle Eastern, Latin and South American (the latter three groups are very small)

Non-European includes only people who did not choose the above options.

Māori vs. non-Māori

Pacific vs. non-Pacific People

Pacific People: made up of Samoan, Cook Island Māori, Tongan, Niuean, Tokelauan, Fijian and Other Pacific People.

Non-Pacific People: made up of everybody who did not choose one of the above.

Asian vs. non-Asian

Asian: made up of Chinese, Indian, Korean, Southeast Asian and Other Asian.

Non-Asian: made up of everybody who did not choose one of the above.

Weighting matrices:

RIM 1 - Age, Gender, Region

POPULATION

count %

Auckland Male 15-24 106,164 3%

25-39 139,674 4%

40-54 144,516 4%

55+ 145,308 4%

Female 15-24 104,979 3%

25-39 154,344 5%

Page 134

40-54 159,198 5%

55+ 165,018 5%

UNI Male 15-24 55,320 2%

25-39 66,429 2%

40-54 84,927 3%

55+ 117,390 3%

Female 15-24 53,862 2%

25-39 74,799 2%

40-54 95,067 3%

55+ 130,266 4%

LNI Male 15-24 64,983 2%

25-39 81,924 2%

40-54 97,116 3%

55+ 119,256 4%

Female 15-24 65,487 2%

25-39 90,351 3%

40-54 106,554 3%

55+ 135,504 4%

SI Male 15-24 70,014 2%

25-39 85,140 3%

40-54 106,350 3%

55+ 137,103 4%

Female 15-24 65,595 2%

25-39 89,457 3%

40-54 113,493 3%

55+ 150,396 4%

3,375,984 100%

RIM 2 – Ethnicity

POPULATION

count %

Maori 396,267 12%

NON-Maori 2,980,104 88%

3,376,371 100%

Pacific 190,422 6%

NON-Pacific 3,185,949 94%

3,376,371 100%

Asian 374,514 11%

NON-Asian 3,001,857 89%

3,376,371 100%

Page 135

European and all other 2,476,230 73%

NON-European and all other 900,141 27%

3,376,371 100%

Total response 3,437,433 Total sample 3,376,371

RIM 3 – Have landline and used Internet past four weeks

CATI (have

landline)

ONLINE (used

Internet) Total

Target population 45% 55% 100%

Weighting efficiency The rim weighting efficiency gives an indication of how well balanced the sample is. If the data for many respondents needs to be heavily weighted up or down, the efficiency percentage will be low - the greater the percentage, the more well balanced the sample.

The weighting efficiency was 86% for the Online survey (excellent) and 76% for the CATI survey (very good), reflecting the respective sample size in each survey (500 CATI interviews vs. 2,504 online interviews).

Page 136

4. Online Questionnaire

This survey is about your attitudes to science and technology and is conducted by Nielsen, the market research company. It should take around 10-12 minutes to complete. To ensure confidentiality, your answers will be amalgamated with hundreds of other responses to gain a national perspective. Your responses will be kept in strict confidence and will not be passed on to any third party. If you would like to view our privacy statement, please click here. To start the survey, please click on the button below. NB. As you move through the survey please use the button >> at the bottom of each screen. Do not use your browser buttons. If you would like to pause the survey so you can return to it later, simply close the window and click on your original link to return. Please note: In this survey you will not have the ability to move backwards after you have responded to a question.

Q1 Please select your gender...[SA]

Code (129)

Route

Male ....................................................................................................................... 1

Female ................................................................................................................... 2

Q2 PLEASE CLOSE IF CODE 1 How old are you?[SA]

Code (130)

Route

Under 15 years ......................................................................................................... 01 CLOSE

15-19 years ............................................................................................................. 02

20-24 years ............................................................................................................. 03

25-29 years ............................................................................................................. 04

30-34 years ............................................................................................................. 05

35-39 years ............................................................................................................. 06

40-44 years ............................................................................................................. 07

45-49 years ............................................................................................................. 08

50-54 years ............................................................................................................. 09

55-59 years ............................................................................................................. 10

60-64 years ............................................................................................................. 11

65-69 years ............................................................................................................. 12

70-74 years ............................................................................................................. 13

75 plus.................................................................................................................... 14

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Q3 PLEASE CLOSE IF CODE 97 Which region do you live in? [SA]

Code (132)

Route

Northland ................................................................................................................ 01

Auckland - Rodney District .......................................................................................... 02

Auckland - North Shore District .................................................................................... 03

Auckland - Waitakere City ........................................................................................... 04

Auckland - Auckland City ............................................................................................ 05

Auckland - Manukau City ............................................................................................ 06

Auckland - Papakura or Franklin Districts ....................................................................... 07

Waikato .................................................................................................................. 08

Bay of Plenty ............................................................................................................ 09

Gisborne ................................................................................................................. 10

Hawke's Bay ............................................................................................................ 11

Taranaki .................................................................................................................. 12

Manawatu-Wanganui ................................................................................................. 13

Wellington ............................................................................................................... 14

Tasman .................................................................................................................. 15

Nelson .................................................................................................................... 16

Marlborough ............................................................................................................ 17

West Coast .............................................................................................................. 18

Canterbury .............................................................................................................. 19

Otago ..................................................................................................................... 20

Southland ................................................................................................................ 21

None of the above ..................................................................................................... 97 CLOSE

Q4 Which of the following best describes where you live?[SA] PROBE If you live in a rural area within a city or town, please select the rural area option.

Code (142)

Route

A major centre (e.g. Auckland, Wellington, Christchurch, Hamilton and Dunedin) .................... 1

A provincial city (e.g. Napier, Hastings, Tauranga, Timaru, Palmerston North) ........................ 2

A provincial town (e.g. Masterton, Westport, Kaikoura) ...................................................... 3

A rural area (includes living in a very small town of less than 200 population) ......................... 4

Page 138

Q5 PLEASE ROTATE CODES 1-18 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES PLEASE REPEAT THE HEADER AFTER EVERY SEVEN CODES Next are some statements some people have made about science and technology. Please indicate how much you agree or disagree with them… [SA] PROBE For many of these statements there is no right or wrong answer. It's OK to select don't know, rather than to guess. Please read each statement carefully as some of these are worded positively and some negatively.

Strongly disagree

Moderately disagree

Neither agree nor disagree

Moderately agree

Strongly agree

Don't know

(143)

(R1) I enjoy finding out about new ideas in science ................................................................................................................ 1 2 3 4 5 6

(144)

(R2) I enjoy finding out about new technologies ............................................................................................................. 1 2 3 4 5 6

(145)

(R3) Science and technology are too specialised for me to understand ................................................................................... 1 2 3 4 5 6

(146)

(R4)

There is so much conflicting information about science, it is hard to know what to believe ............................................................................................... 1 2 3 4 5 6

(147)

(R5) It is important to be kept up-to-date on science issues ...................................................................................................... 1 2 3 4 5 6

(148)

(R6) Science is important in my daily life ............................................................................... 1 2 3 4 5 6

(149)

(R7)

New Zealand needs to develop science in order to enhance our international competitiveness ....................................................................................... 1 2 3 4 5 6

(150)

(R8)

Science is important for the preservation of New Zealand's environment ............................................................................................................. 1 2 3 4 5 6

(151)

(R9) Science is an important subject for people to study at school ............................................................................................. 1 2 3 4 5 6

(152)

(R10) Technology is an important subject for people to study at school ........................................................................................ 1 2 3 4 5 6

(153)

(R11) Knowledge of science is useful for increasing career opportunities ..................................................................................... 1 2 3 4 5 6

(154)

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(R12) Science is a worthwhile career to pursue ..................................................................................................................... 1 2 3 4 5 6

(155)

(R13) Scientists should listen more to what ordinary people think .................................................................................................. 1 2 3 4 5 6

(156)

(R14)

New Zealand needs to develop its scientific and technology sector in order to enhance its international competitiveness ........................................................................................................ 1 2 3 4 5 6

(157)

(R15) Mātauranga Māori (traditional Māori knowledge) has a role in science................................................................................... 1 2 3 4 5 6

(158)

(R16)

The Government should fund scientific research even if we can't be sure of economic benefits ........................................................................................ 1 2 3 4 5 6

(159)

(R17) Science is important for improving human health ............................................................................................................ 1 2 3 4 5 6

(160)

(R18) Science is important for addressing key challenges affecting our society ............................................................................... 1 2 3 4 5 6

Q6 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES AND SEPARATED FROM THE OTHER CODES How informed do you feel about developments in science and technology? [SA]

Code (161)

Route

Very well informed ..................................................................................................... 01

Fairly well informed ................................................................................................... 02

Not very well informed ................................................................................................ 03

Not at all informed ..................................................................................................... 04

Don't know .............................................................................................................. 99

Q7 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES AND SEPARATED FROM THE OTHER CODES Thinking now about the amount of information you see and hear about science these days. Would you say you see and hear...? [SA]

Code (171)

Route

Far too much ............................................................................................................ 01

Too much ................................................................................................................ 02

About the right amount ............................................................................................... 03

Too little .................................................................................................................. 04

Far too little .............................................................................................................. 05

Don't know .............................................................................................................. 99

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Q8 PLEASE ROTATE CODES 1-25 In the last year, which of the following things have you done? [MA] PROBE Please select as many as apply.

Code (217)

Route

Had a discussion with a scientist .................................................................................. 01

Helped a school-age child on a scientific project .............................................................. 02

Formally studied a scientific topic ................................................................................. 03

Listened to a lecture on a scientific topic ........................................................................ 04

Read a formal scientific paper ...................................................................................... 05

Attended or participated in a science event ..................................................................... 06

Visited a school or university to learn more about a technology or science topic ...................... 07

Visited a zoo, aquarium, museum, planetarium or science centre and checked out the science exhibits ................................................................................................... 08

Attended a business or industry event where the uptake of science and technology is highlighted ............................................................................................................ 10

Used science to create a new or improved product or practise at my work ............................. 11

Undertaken additional training or education in science for my work ...................................... 13

Took part in a scientific project or discussion within my community ...................................... 14

Donated money to support scientific research e.g. cancer research ..................................... 15

Visited an attraction where science is profiled in an outdoor natural environment e.g. an eco-tourism attraction, such as whale watching or visiting a seal colony etc. ................ 16

Read or responded to a blog on a scientific topic ............................................................. 17

Discussed a scientific matter on a social media site e.g. Facebook ...................................... 18

Listened to a scientific topic on the radio e.g. on Radio NZ ................................................. 19

Viewed a video on a scientific topic online e.g. on YouTube or TED.com ............................... 20

Watched a programme with a scientific theme on TV e.g. a David Attenborough documentary and/or a popular programme like Myth Busters .............................................. 21

Read scientific article/s in newspaper/s or magazine/s ...................................................... 22

Visited an online news site and checked out breaking news about science e.g. on Stuff.co.nz ............................................................................................................... 23

Conducted personal research for yourself on the Internet regarding scientific topic/s e.g. health or the environment ...................................................................................... 24

Downloaded a science app e.g. the Geonet quake app or bird apps etc. ............................... 25

None of these things .................................................................................................. 97

Don't know/can't recall................................................................................................ 99

Page 141

Q9 How interested are you...? [SA]

Not at all interested

Not very interested

Fairly interested

Very interested

Don't know

(227)

(R1) In developments in science .......................................................................................... 1 2 3 4 5

(228)

(R2) In taking part in scientific projects of benefit to your community ..................................................................................................... 1 2 3 4 5

(229)

(R3) In having your say on ethical issues around science .................................................................................................................... 1 2 3 4 5

(230)

(R4) In having your say on what scientific areas government should invest in ......................................................................................... 1 2 3 4 5

(231)

(R5)

Doing more science/ technology activities with your children/young people you spend time with .................................................................................................................. 1 2 3 4 5

(232)

(R6)

Learning more about how Mātauranga Māori (traditional Māori knowledge) relates to science ................................................................................................................ 1 2 3 4 5

Q10 ONLY ASK IF Q9 = R1 CODE 1 OR 2 (IN DEVELOPMENTS IN SCIENCE AND TECHNOLOGY EQUALS VERY INTERESTED OR FAIRLY INTERESTED) PLEASE ROTATE CODES 1-12 Following are some reasons that other people have given for being interested in science and technology. Which, if any, of these reasons apply for you? [MA] PROBE Please select as many reasons as apply.

Code (233)

Route

I like to think in a scientific way - testing hypotheses and looking for the evidence so I can form an opinion ............................................................................................. 01

I like discovering new scientific ideas ............................................................................. 02

I like discussing new scientific ideas with my friends and family ........................................... 03

I like evaluating and implementing new scientific ideas at work ........................................... 04

I like using scientific approaches at work ........................................................................ 05

It's exciting .............................................................................................................. 06

It feels good to hear about scientific and technological breakthroughs .................................. 07

I have studied science ................................................................................................ 08

There are some great documentaries and articles in the media ........................................... 09

I'm interested in how science and technology can improve our society .................................. 10

Certain areas of scientific discovery are very relevant to me ............................................... 12

Some other reason (please specify) .............................................................................. 98

I don't know ............................................................................................................. 99

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Q11 ONLY ASK IF Q9 = R1 CODE 3 OR 4 (IN DEVELOPMENTS IN SCIENCE AND TECHNOLOGY EQUALS NOT VERY INTERESTED OR NOT AT ALL INTERESTED). PLEASE ROTATE CODES 1-13 Following are some reasons that other people have given for being turned off or not interested in science and technology. Which, if any, of these reasons apply for you? [MA] PROBE Please select as many reasons as apply.

Code (243)

Route

It's just too complicated .............................................................................................. 01

I don't know how to judge whether scientific findings are correct .......................................... 02

A lot of scientific studies have conflicting results .............................................................. 03

Science is not that relevant at my work .......................................................................... 04

It's moving too fast to keep up with ................................................................................ 05

It's boring ................................................................................................................ 06

I have not studied science or technology ........................................................................ 07

School put me off science ........................................................................................... 08

The media doesn't explain it very well ............................................................................ 09

I'd rather leave it to the experts .................................................................................... 10

Other issues are more relevant to me ............................................................................ 11

I don't have the time to get interested ............................................................................ 12

Some other reason (please specify) .............................................................................. 98

I don't know ............................................................................................................. 99

Q12 PLEASE ROTATE CODES 1-11 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES PLEASE REPEAT THE HEADER AFTER EVERY SIX CODES Finally we have a few questions about yourself and your household to ensure we have talked to a good cross section of the public. This information will be grouped with other responses and you will not be individually identified. And now there are some statements about yourself and your attitudes. Again, please indicate how much you agree or disagree with each one... [SA]

Strongly disagree

Moderately disagree


Moderately agree

Strongly agree

Don't know

(253)

(R1) I am very attracted to new ideas.................................................................................... 1 2 3 4 5 6

(254)

(R2) I believe NZ is heading in the right direction .................................................................................................................. 1 2 3 4 5 6

(255)

(R3) I am on a very tight budget .......................................................................................... 1 2 3 4 5 6

Page 143

(256)

(R4) I am an environmentalist at heart .................................................................................. 1 2 3 4 5 6

(257)

(R5) I need to do more formal study to advance my career .................................................................................................... 1 2 3 4 5 6

(258)

(R6) A multi-cultural society is a strong society .................................................................................................................... 1 2 3 4 5 6

(259)

(R7) Everything in NZ is changing too fast ......................................................................................................................... 1 2 3 4 5 6

(260)

(R8) We should make sure NZ keeps its Māori culture ............................................................................................................ 1 2 3 4 5 6

(261)

(R9) I have strong religious beliefs ....................................................................................... 1 2 3 4 5 6

(262)

(R10) Life is a constant struggle for me ................................................................................... 1 2 3 4 5 6

(263)

(R11) It is important to learn new things throughout life ........................................................................................................... 1 2 3 4 5 6

Q13 Which of these best describes your household situation? [SA]

Code (264)

Route

Young single living alone ............................................................................................ 1

Group flatting together................................................................................................ 2

Young couple - no children .......................................................................................... 3

Family - mainly preschoolers ....................................................................................... 4

Family - mainly school children .................................................................................... 5

Family - mainly adults ................................................................................................ 6

Older person/couple - no children ................................................................................. 7

Q14 What industry do you work in? [SA] PROBE We are interested in what most applies to you.

Code (265)

Route

Home duties (not otherwise employed) .......................................................................... 01

Retired/superannuitant ............................................................................................... 02

Social welfare beneficiary/unemployed .......................................................................... 03

Student (school) ....................................................................................................... 04

Student (tertiary) ....................................................................................................... 05

Accounting .............................................................................................................. 06

Page 144

Advertising, arts and media ......................................................................................... 07

Banking & financial services ........................................................................................ 08

Community services & development .............................................................................. 09

Construction ............................................................................................................ 10

Consulting & strategy ................................................................................................. 11

Design & architecture ................................................................................................. 12

Education & training .................................................................................................. 13

Engineering ............................................................................................................. 14

Farming, animals & conservation .................................................................................. 15

Government & defence............................................................................................... 16

Healthcare & medical ................................................................................................. 17

Hospitality & tourism .................................................................................................. 18

Human resources & recruitment ................................................................................... 19

Information & communication technology ....................................................................... 20

Insurance & superannuation ........................................................................................ 21

Legal ...................................................................................................................... 22

Manufacturing, transport & logistics ............................................................................... 23

Marketing & communications ....................................................................................... 24

Mining, resources & energy ......................................................................................... 25

Real estate & property................................................................................................ 26

Retail & consumer products ......................................................................................... 27

Science & technology................................................................................................. 28

Sport & recreation ..................................................................................................... 29

Trades & services ..................................................................................................... 30

Other (please specify) ................................................................................................ 98

Q15 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES AND SEPARATED FROM THE OTHER CODES What is your highest qualification? [SA]

Code (275)

Route

High school qualification (e.g. NCEA, School certificate, Sixth Form certificate, Bursary, University Entrance) ...................................................................................... 01

Polytechnic / Technical Qualification (e.g. National Certificate, Diploma) ............................... 02

Undergraduate University Qualification (e.g. Bachelor Degree) ........................................... 03

Postgraduate University Qualification (e.g. Honours Degree, Masters, PhD) .......................... 04

No Qualification ........................................................................................................ 05

Page 145

Other ...................................................................................................................... 97

Don't know .............................................................................................................. 98

Q16 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES AND SEPARATED FROM THE OTHER CODES Do you have any formal training in science? [SA]

Code (321)

Route

Yes ........................................................................................................................ 01

No ......................................................................................................................... 02

Don't know .............................................................................................................. 99

Q17 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES AND SEPARATED FROM THE OTHER CODES Please indicate your personal income per year before tax? [SA]

Code (331)

Route

Under $15,000 ......................................................................................................... 01

$15,000 to $20,000 ................................................................................................... 02

$20,001 to $25,000 ................................................................................................... 03

$25,001 to $30,000 ................................................................................................... 04

$30,001 to $35,000 ................................................................................................... 05

$35,001 to $40,000 ................................................................................................... 06

$40,001 to $50,000 ................................................................................................... 07

$50,001 to $60,000 ................................................................................................... 08

$60,001 to $70,000 ................................................................................................... 09

$70,001 to $80,000 ................................................................................................... 10

$80,001 to $100,000 .................................................................................................. 11

$100,001 to $150,000 ................................................................................................ 12

More than $150,000 .................................................................................................. 13

Prefer not to say ....................................................................................................... 97

Don't know .............................................................................................................. 99

Q18 PLEASE MAKE "DON'T KNOW" A LIGHTER SHADE THAN THE REST OF THE CODES AND SEPARATED FROM THE OTHER CODES And what is your total household income per year before tax? [SA]

Code (341)

Route

Under $20,000 ......................................................................................................... 01

$20,001 to $30,000 ................................................................................................... 02

$30,001 to $40,000 ................................................................................................... 03

$40,001 to $50,000 ................................................................................................... 04

$50,001 to $60,000 ................................................................................................... 05

Page 146

$60,001 to $70,000 ................................................................................................... 06

$70,001 to $80,000 ................................................................................................... 07

$80,001 to $100,000 .................................................................................................. 08

$100,001 to $150,000 ................................................................................................ 09

More than $150,000 .................................................................................................. 10

Prefer not to say ....................................................................................................... 97

Don't know .............................................................................................................. 99

Q19 Which of these best describes your ethnicity? [MA] PROBE Please select as many as apply.

Code (351)

Route

NZ European/ Pākehā ................................................................................................ 01

Other European ........................................................................................................ 02

Māori ...................................................................................................................... 03

Samoan .................................................................................................................. 04

Cook Islands Māori .................................................................................................... 05

Tongan ................................................................................................................... 06

Niuean .................................................................................................................... 07

Tokelauan ............................................................................................................... 08

Fijian ...................................................................................................................... 09

Other Pacific peoples ................................................................................................. 10

Chinese .................................................................................................................. 11

Indian ..................................................................................................................... 12

Korean.................................................................................................................... 13

Southeast Asian ....................................................................................................... 14

Other Asian ............................................................................................................. 15

Middle Eastern ......................................................................................................... 16

Latin American ......................................................................................................... 17

African .................................................................................................................... 18

Some other ethnicity (please specify) ............................................................................ 98

Page 147

Q20 Were you born in New Zealand? [SA]

Code (361)

Route

Yes ........................................................................................................................ 1 Q22

No ......................................................................................................................... 2 Q21

Q21 ONLY ASK IF Q20 = CODE 2 (NOT BORN IN NZ) How long, in total, have you lived in New Zealand? [SA]

Code (362)

Route

Less than 1 year ....................................................................................................... 1

1 or 2 years ............................................................................................................. 2

3 to 6 years ............................................................................................................ 3

7 to 10 years ........................................................................................................... 4

11 to 14 years .......................................................................................................... 5

15 years or more ..................................................................................................... 6

Page 148

5. CATI Questionnaire ATTITUDES TO SCIENCE & TECHNOLOGY SURVEY

Good morning/afternoon/evening, my name is (insert name) calling from Infield on behalf of Nielsen, the market research company. We are conducting a brief survey about your attitudes to science and technology. We are keen to hear your opinions. This is not a sales call, and your identity will be kept confidential. Can we please speak to the person in the household who is 15 years or older who has the next birthday? RE-INTRODUCE YOURSELF AND TOPIC IF NECESSARY. Could you please spare a few minutes of your time to answer some questions? IF NECESSARY: It should only take about 12 minutes IF RESPONDENT SAYS THEY DON'T KNOW ANYTHING ABOUT SCIENCE: We are still interested in your views IF REQUIRED: MAKE APPOINTMENT TO CALLBACK IF ACCEPTED: This call will be recorded for our internal quality control purposes. Is this okay with you? Yes, agree to be recorded 1 No, don’t want interview recorded 2

Q1 CODE GENDER BY OBSERVATION

Code (129)

Route

Male ....................................................................................................................... 1

Female ................................................................................................................... 2

Q2 PLEASE CLOSE IF CODE 1 Firstly we need to find out a few things about you. Approximately how old are you? CODE FROM LIST BELOW IF NECESSARY: Which of the following age groups are you in? [SA] READ OUT

Code (130)

Route

Under 15 years ......................................................................................................... 01 CLOSE

15-19 years ............................................................................................................. 02

20-24 years ............................................................................................................. 03

25-29 years ............................................................................................................. 04

30-34 years ............................................................................................................. 05

35-39 years ............................................................................................................. 06

40-44 years ............................................................................................................. 07

45-49 years ............................................................................................................. 08

50-54 years ............................................................................................................. 09

Page 149

55-59 years ............................................................................................................. 10

60-64 years ............................................................................................................. 11

65-69 years ............................................................................................................. 12

70-74 years ............................................................................................................. 13

75 plus.................................................................................................................... 14

Q3 PLEASE CLOSE IF CODE 97 Which region do you live in? [SA] READ OUT USE PHONE STD CODE AS A GUIDE TO REGIONS

Code (132)

Route

Northland ................................................................................................................ 01

Auckland - Rodney District .......................................................................................... 02

Auckland - North Shore District .................................................................................... 03

Auckland - Waitakere City ........................................................................................... 04

Auckland - Auckland City ............................................................................................ 05

Auckland - Manukau City ............................................................................................ 06

Auckland - Papakura or Franklin Districts ....................................................................... 07

Waikato .................................................................................................................. 08

Bay of Plenty ............................................................................................................ 09

Gisborne ................................................................................................................. 10

Hawke's Bay ............................................................................................................ 11

Taranaki .................................................................................................................. 12

Manawatu-Wanganui ................................................................................................. 13

Wellington ............................................................................................................... 14

Tasman .................................................................................................................. 15

Nelson .................................................................................................................... 16

Marlborough ............................................................................................................ 17

West Coast .............................................................................................................. 18

Canterbury .............................................................................................................. 19

Otago ..................................................................................................................... 20

Southland ................................................................................................................ 21

DO NOT READ None of the above ............................................................................... 97 CLOSE

STD CODE 09

STD CODE 07

STD CODE 06

STD CODE 04

STD CODE 03

Page 150

Q4 Which of the following best describes where you live? [SA] READ OUT EXPLAIN IF NECESSARY: If you live in a rural area within a city or town, this would be classified as a rural area.

Code (142)

Route

A major centre (e.g. Auckland, Wellington, Christchurch, Hamilton and Dunedin) .................... 1

A provincial city (e.g. Napier, Hastings, Tauranga, Timaru, Palmerston North) ........................ 2

A provincial town (e.g. Masterton, Westport, Kaikoura) ...................................................... 3

A rural area (includes living in a very small town of less than 200 population) ......................... 4

Q5 PLEASE ROTATE CODES 1-18 Next are some statements some people have made about science and technology. Please indicate how much you agree or disagree with them…? [SA] PROBE For many of these statements there is no right or wrong answer. It's OK to say don't know, rather than to guess. Please listen to each statement carefully as some of these are worded positively and some negatively. This question uses a scale as follows READ OUT SCALE

Strongly disagree

Moderately disagree


Moderately agree

Strongly agree

Don't know

(143)

(R1) I enjoy finding out about new ideas in science ................................................................................................................ 1 2 3 4 5 6

(144)

(R2) I enjoy finding out about new technologies ............................................................................................................. 1 2 3 4 5 6

(145)

(R3) Science and technology are too specialised for me to understand ................................................................................... 1 2 3 4 5 6

(146)

(R4)

There is so much conflicting information about science, it is hard to know what to believe ............................................................................................... 1 2 3 4 5 6

(147)

(R5) It is important to be kept up-to-date on science issues ...................................................................................................... 1 2 3 4 5 6

(148)

(R6) Science is important in my daily life ............................................................................... 1 2 3 4 5 6

(149)

(R7)

New Zealand needs to develop science in order to enhance our international competitiveness ....................................................................................... 1 2 3 4 5 6

(150)

(R8)

Science is important for the preservation of New Zealand's environment ............................................................................................................. 1 2 3 4 5 6

(151)

Page 151

(R9) Science is an important subject for people to study at school ............................................................................................. 1 2 3 4 5 6

(152)

(R10) Technology is an important subject for people to study at school ........................................................................................ 1 2 3 4 5 6

(153)

(R11) Knowledge of science is useful for increasing career opportunities ..................................................................................... 1 2 3 4 5 6

(154)

(R12) Science is a worthwhile career to pursue ..................................................................................................................... 1 2 3 4 5 6

(155)

(R13) Scientists should listen more to what ordinary people think .................................................................................................. 1 2 3 4 5 6

(156)

(R14)

New Zealand needs to develop its scientific and technology sector in order to enhance its international competitiveness ........................................................................................................ 1 2 3 4 5 6

(157)

(R15) Mātauranga Māori (traditional Māori knowledge) has a role in science................................................................................... 1 2 3 4 5 6

(158)

(R16)

The Government should fund scientific research even if we can't be sure of economic benefits ........................................................................................ 1 2 3 4 5 6

(159)

(R17) Science is important for improving human health ............................................................................................................ 1 2 3 4 5 6

(160)

(R18) Science is important for addressing key challenges affecting our society ............................................................................... 1 2 3 4 5 6

Q6 How informed do you feel about developments in science and technology? [SA] READ OUT

Code (161)

Route

Very well informed ..................................................................................................... 01

Fairly well informed ................................................................................................... 02

Not very well informed ................................................................................................ 03

Not at all informed ..................................................................................................... 04

DON’T READ Don't know .......................................................................................... 99

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Q7 Thinking now about the amount of information you see and hear about science these days. Would you say you see and hear...? [SA] READ OUT

Code (171)

Route

Far too much ............................................................................................................ 01

Too much ................................................................................................................ 02

About the right amount ............................................................................................... 03

Too little .................................................................................................................. 04

Far too little .............................................................................................................. 05

DON’T READ Don't know .......................................................................................... 99

Q8 PLEASE ROTATE CODES 1-25 In the last year, which of the following things have you done? [MA] As I read through the list please say yes or no to each one. Have you…? READ OUT AND CODE IF A ‘YES’ RESPONSE

Code (217)

Route

Had a discussion with a scientist .................................................................................. 01

Helped a school-age child on a scientific project .............................................................. 02

Formally studied a scientific topic ................................................................................. 03

Listened to a lecture on a scientific topic ........................................................................ 04

Read a formal scientific paper ...................................................................................... 05

Attended or participated in a science event ..................................................................... 06

Visited a school or university to learn more about a technology or science topic ......................

07

Visited a zoo, aquarium,museum, planetarium or science centre and checked out the science exhibits ........................................................................................................ 08

Attended a business or industry event where the uptake of science and technology is highlighted ............................................................................................................... 10

Used science to create a new or improved product or practise at your work ........................... 11

Undertaken additional training or education in science for your work .................................... 13

Taken part in a scientific project or discussion within your community ................................... 14

Donated money to support scientific research e.g. cancer research ..................................... 15

Visited an attraction where science is profiled in an outdoor natural environment ONLY READ EXAMPLE IF NECESSARY: e.g. an eco-tourism attraction, such as whale watching, or visiting a seal colony etc. ................................................................... 16

Read or responded to a blog on a scientific topic ............................................................. 17

Discussed a scientific matter on a social media site e.g. Facebook ...................................... 18

Listened to a scientific topic on the radio e.g. on Radio NZ ................................................. 19

Viewed a video on a scientific topic online e.g. on YouTube or TED.com ............................... 20

Watched a programme with a scientific theme on TV e.g. a David Attenborough documentary and/or a popular programme like Myth Busters .............................................. 21

Page 153

Read scientific article/s in newspaper/s or magazine/s ...................................................... 22

Visited an online news site and checked out breaking news about science ONLY READ EXAMPLE IF NECESSARY: e.g. on Stuff.co.nz ..................................................... 23

Conducted personal research for yourself on the Internet regarding scientific topic/s e.g. health or the environment ...................................................................................... 24

Downloaded a science app e.g. the Geonet quake app or bird apps etc. ............................... 25

DON’T READ IF YES TO ANY AREA ABOVE None of these things ................................... 97

DON’T READ Don't know/can't recall ............................................................................ 99

Q9 The next question uses a scale READ OUT SCALE So, how interested are you...? [SA]

Not at all interested

Not very interested

Fairly interested

Very interested

Don't know

(227)

(R1) In developments in science .......................................................................................... 1 2 3 4 5

(228)

(R2) In taking part in scientific projects of benefit to your community ..................................................................................................... 1 2 3 4 5

(229)

(R3) In having your say on ethical issues around science .................................................................................................................... 1 2 3 4 5

(230)

(R4) In having your say on what scientific areas government should invest in ......................................................................................... 1 2 3 4 5

(231)

(R5)

Doing more science/ technology activities with your children or young people you spend time with ......................................................................................................... 1 2 3 4 5

(232)

(R6)

Learning more about how Mātauranga Māori (traditional Māori knowledge) relates to science ................................................................................................................ 1 2 3 4 5

Q10 ONLY ASK IF Q9 = R1 CODE 3 OR 4 (IN DEVELOPMENTS IN SCIENCE AND TECHNOLOGY EQUALS VERY INTERESTED OR FAIRLY INTERESTED) PLEASE ROTATE CODES 1-12 You said you are interested in developments in science and technology… Why is that? DO NOT READ OUT AND CODE AS APPROPRIATE

Code (233)

Route

I like to think in a scientific way - testing hypotheses and looking for the evidence so I can form an opinion ............................................................................................. 01

I like discovering new scientific ideas ............................................................................. 02

Page 154

I like discussing new scientific ideas with my friends and family ........................................... 03

I like evaluating and implementing new scientific ideas at work ........................................... 04

I like using scientific approaches at work ........................................................................ 05

Science is exciting ..................................................................................................... 06

It feels good to hear about scientific and technological breakthroughs .................................. 07

I have studied science ................................................................................................ 08

There are some great documentaries and articles in the media about science ........................ 09

I'm interested in how science and technology can improve our society .................................. 10

Certain areas of scientific discovery are very relevant to me ............................................... 12

Some other reason for being interested in science and technology (please specify) ................. 98

I don't know ............................................................................................................. 99

Q11 ONLY ASK IF Q9 = R1 CODE 1 OR 2 (IN DEVELOPMENTS IN SCIENCE AND TECHNOLOGY EQUALS NOT VERY INTERESTED OR NOT AT ALL INTERESTED) PLEASE ROTATE CODES 1-13 You said you are not interested in developments in science and technology… Why is that? DO NOT READ OUT AND CODE AS APPROPRIATE

Code (243)

Route

It's just too complicated .............................................................................................. 01

I don't know how to judge whether scientific findings are correct .......................................... 02

A lot of scientific studies have conflicting results .............................................................. 03

Science is not that relevant at my work .......................................................................... 04

It's moving too fast to keep up with ................................................................................ 05

It's boring ................................................................................................................ 06

I have not studied science or technology ........................................................................ 07

School put me off science ........................................................................................... 08

The media doesn't explain it very well ............................................................................ 09

I'd rather leave it to the experts .................................................................................... 10

Other issues are more relevant to me ............................................................................ 11

I don't have the time to get interested ............................................................................ 12

Some other reason (please specify) ........................................................................ 98

I don't know ............................................................................................................. 99

Page 155

Q12 PLEASE ROTATE CODES 1-11 Please indicate how much you agree or disagree with each of the following statements using the scale READ SCALE.. [SA]

Strongly disagree

Moderately disagree


Moderately agree

Strongly agree

Don't know

(253)

(R1) I am very attracted to new ideas.................................................................................... 1 2 3 4 5 6

(254)

(R2) I believe NZ is heading in the right direction .................................................................................................................. 1 2 3 4 5 6

(255)

(R3) I am on a very tight budget .......................................................................................... 1 2 3 4 5 6

(256)

(R4) I am an environmentalist at heart .................................................................................. 1 2 3 4 5 6

(257)

(R5) I need to do more formal study to advance my career .................................................................................................... 1 2 3 4 5 6

(258)

(R6) A multi-cultural society is a strong society .................................................................................................................... 1 2 3 4 5 6

(259)

(R7) Everything in NZ is changing too fast ......................................................................................................................... 1 2 3 4 5 6

(260)

(R8) We should make sure NZ keeps its Māori culture ............................................................................................................ 1 2 3 4 5 6

(261)

(R9) I have strong religious beliefs ....................................................................................... 1 2 3 4 5 6

(262)

(R10) Life is a constant struggle for me ................................................................................... 1 2 3 4 5 6

(263)

(R11) It is important to learn new things throughout life ........................................................................................................... 1 2 3 4 5 6

Page 156

Q13 Finally we have a few questions about yourself and your household. READ IF NECESSARY: This information will be grouped with other responses and you will not be individually identified. Which of these best describes your household situation? [SA] READ OUT

Code (264)

Route

DO NOT READ IF AGED 40 OR MORE FROM Q2 Young single living alone ........................ 1

Group flatting together................................................................................................ 2

DO NOT READ IF AGED 40 OR MORE FROM Q2 Young couple - no children ...................... 3

Family - mainly preschoolers ....................................................................................... 4

Family - mainly school children .................................................................................... 5

Family - mainly adults ................................................................................................ 6

DO NOT READ IF AGED LESS THAN 40 FROM Q2 Older person/couple - no children ................................................................................................................... 7

Q14 What industry do you work in? [SA] PROBE We are interested in what most applies to you. WORK WITH RESPONDENT TO FIND THE CORRECT CODE. IT MAY BE POSSIBLE TO CODE DIRECTLY FROM WHAT THEY SAY. IF NECESSARY IF THEY ARE NOT WORKING READ OUT CODES 01 TO 05. IF THEY ARE WORKING READ OUT CODES 06 TO 30. IF CODES DO NOT MATCH THEIR OCCUPATION RECORD IN ‘OTHER SPECIFY’.

Code (265)

Route

Home duties (not otherwise employed) .......................................................................... 01

Retired/superannuitant ............................................................................................... 02

Social welfare beneficiary/unemployed .......................................................................... 03

Student (school) ....................................................................................................... 04

Student (tertiary) ....................................................................................................... 05

Accounting .............................................................................................................. 06

Advertising, arts and media ......................................................................................... 07

Banking & financial services ........................................................................................ 08

Community services & development .............................................................................. 09

Construction ............................................................................................................ 10

Consulting & strategy ................................................................................................. 11

Design & architecture ................................................................................................. 12

Education & training .................................................................................................. 13

Engineering ............................................................................................................. 14

Farming, animals & conservation .................................................................................. 15

Government & defence............................................................................................... 16

Page 157

Healthcare & medical ................................................................................................. 17

Hospitality & tourism .................................................................................................. 18

Human resources & recruitment ................................................................................... 19

Information & communication technology ....................................................................... 20

Insurance & superannuation ........................................................................................ 21

Legal ...................................................................................................................... 22

Manufacturing, transport & logistics ............................................................................... 23

Marketing & communications ....................................................................................... 24

Mining, resources & energy ......................................................................................... 25

Real estate & property................................................................................................ 26

Retail & consumer products ......................................................................................... 27

Science & technology................................................................................................. 28

Sport & recreation ..................................................................................................... 29

Trades & services ..................................................................................................... 30

Other (please specify) ................................................................................................ 98

Q15 What is your highest education qualification? [SA] ONLY READ EXAMPLES IF NECESSARY

Code (275)

Route

High school qualification (e.g. NCEA, School certificate, Sixth Form certificate, Bursary, University Entrance) ...................................................................................... 01

Polytechnic / Technical Qualification (e.g. National Certificate, Diploma) ............................... 02

Undergraduate University Qualification (e.g. Bachelor Degree) ........................................... 03

Postgraduate University Qualification (e.g. Honours Degree, Masters, PhD) .......................... 04

No Qualification ........................................................................................................ 05

Other ...................................................................................................................... 97

Don't know .............................................................................................................. 98

Q16 Do you have any formal training in science? [SA]

Code (321)

Route

Yes ........................................................................................................................ 01

No ......................................................................................................................... 02

Don't know .............................................................................................................. 99

Page 158

Q17 What is your personal income per year before tax? [SA] READ OUT. TO SPEED THINGS UP, START BY SETTING THE RANGE – E.G. “Is it more than $70,000? Is it less than $35,000? THEN READ CODES IN THAT RANGE.

Code (331)

Route

Under $15,000 ......................................................................................................... 01

$15,000 to $20,000 ................................................................................................... 02

$20,001 to $25,000 ................................................................................................... 03

$25,001 to $30,000 ................................................................................................... 04

$30,001 to $35,000 ................................................................................................... 05

$35,001 to $40,000 ................................................................................................... 06

$40,001 to $50,000 ................................................................................................... 07

$50,001 to $60,000 ................................................................................................... 08

$60,001 to $70,000 ................................................................................................... 09

$70,001 to $80,000 ................................................................................................... 10

$80,001 to $100,000 .................................................................................................. 11

$100,001 to $150,000 ................................................................................................ 12

More than $150,000 .................................................................................................. 13

Prefer not to say ....................................................................................................... 97

Don't know .............................................................................................................. 99

Q18 HOUSEHOLD INCOME MUST BE MORE THAN OR EQUAL TO PERSONAL INCOME PROVIDED AT Q17 And what is your total household income per year before tax? [SA] READ OUT. TO SPEED THINGS UP, START BY ASKING – “Is it the same as your personal income? IF SO, READ CODES IN THT RANGE. IF MORE, WORK WITH RESPONDENT TO ESTABLISH CORRECT RANGE.

Code (341)

Route

Under $20,000 ......................................................................................................... 01

$20,001 to $30,000 ................................................................................................... 02

$30,001 to $40,000 ................................................................................................... 03

$40,001 to $50,000 ................................................................................................... 04

$50,001 to $60,000 ................................................................................................... 05

$60,001 to $70,000 ................................................................................................... 06

$70,001 to $80,000 ................................................................................................... 07

$80,001 to $100,000 .................................................................................................. 08

$100,001 to $150,000 ................................................................................................ 09

More than $150,000 .................................................................................................. 10

Prefer not to say ....................................................................................................... 97

Don't know .............................................................................................................. 99

Page 159

Q19 Which of these best describes your ethnicity? [MA] PROBE Please select as many as apply. READ OUT IF NECESSARY

Code (351)

Route

NZ European/ Pākehā ................................................................................................ 01

Other European ........................................................................................................ 02

Māori ...................................................................................................................... 03

Samoan .................................................................................................................. 04

Cook Islands Māori .................................................................................................... 05

Tongan ................................................................................................................... 06

Niuean .................................................................................................................... 07

Tokelauan ............................................................................................................... 08

Fijian ...................................................................................................................... 09

Other Pacific peoples ................................................................................................. 10

Chinese .................................................................................................................. 11

Indian ..................................................................................................................... 12

Korean.................................................................................................................... 13

Southeast Asian ....................................................................................................... 14

Other Asian ............................................................................................................. 15

Middle Eastern ......................................................................................................... 16

Latin American ......................................................................................................... 17

African .................................................................................................................... 18

Some other ethnicity (please specify) ............................................................................ 98

Q20 Were you born in New Zealand? [SA] Code (361)

Route

Yes ........................................................................................................................ 1 Q22

No ......................................................................................................................... 2 Q21

Q21 ONLY ASK IF Q20 = CODE 2 (NOT BORN IN NZ) How long, in total, have you lived in New Zealand? [SA] READ IF NECESSARY

Code (362)

Route

Less than 1 year ....................................................................................................... 1

1 or 2 years ............................................................................................................. 2

3 to 6 years ............................................................................................................ 3

7 to 10 years ........................................................................................................... 4

11 to 14 years .......................................................................................................... 5

15 years or more ..................................................................................................... 6

Thank you for your time, just to remind you my name is (insert name) and I am calling from Infield on behalf of Nielsen. If you have any questions about this research you can contact Mary Wignall on 09 6311732. As this is market research, it is carried out in compliance with the Privacy Act and the information you provided will be used only for research purposes. Under the Privacy Act, you have the right to request access to the information you have provided.

Documents

Report on public attitudes towards science and technology · REPORT ON PUBLIC ATTITUDES TOWARDS SCIENCE & TECHNOLOGY PREPARED FOR: MINISTRY OF BUSINESS, INNOVATION & EMPLOYMENT OCTOBER