Exploring Students’ Ideas About Risks and Benefits of Nuclear Power Using Risk Perception Theories

Kılınç, Ahmet; Boyes, Edward; Stanisstreet, Martin

doi:10.1007/s10956-012-9390-z

Cited by 36 publications

(30 citation statements)

References 47 publications

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“…So far, only the connection between the intention to act and the believed usefulness of an energy-related behaviour has been the subject of significant investigation. Apart from the fact that the analyzed studies assessed the intention to act rather than actual behavior, it has also been found that the relation between the intention to act and the believed usefulness varies depending on the respective behavior (e.g., Ambusaidi et al, 2012a;Boyes et al, 2008;Kılınç et al, 2013). This affirms that affective factors have a considerable influence in energy-related behaviour.…”

Section: Conclusion About Knowledge Of Energy and Its Relation To Bementioning

confidence: 90%

“…This perception interferes with secondary students' understanding climate change in terms of a shift in the thermal equilibrium state of the atmosphere. Besides these fundamental alternative conceptions, there are some minor energy-related alternative conceptions about the cause of climate change, such as the assumption that global warming is caused by radioactivity (Boyes & Stanisstreet, 1993;Kılınç, Boyes, & Stanisstreet, 2013).…”

Section: Energy-related Alternative Conceptions In the Context Of CLImentioning

confidence: 99%

“…Part of this specific knowledge is efficacy knowledge which, in the context of climate change, means knowledge of whether and to what extent a certain behaviour has an impact on climate change. Since measuring direct behavioural observations is more time-consuming and measuring the efficacy of behaviour in context of climate change is difficult to quantify, many studies have investigated the intention to act in relation to the believed usefulness of an action (Ambusaidi et al, 2012b(Ambusaidi et al, , 2012aBoyes et al, 2008;Kılınç et al, 2013Kılınç et al, , 2010Kılınç, Stanisstreet, & Boyes, 2008b).…”

Section: Efficacy Knowledge Of Energy-related Behaviour In the Contexmentioning

confidence: 99%

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The Energy Concept and its Relation to Climate Literacy

Mittenzwei

Bruckermann

Nordine

et al. 2019

EURASIA J MATH SCI T

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Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Many phenomena in the context of climate change, such as the greenhouse effect, are based on energy related processes. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to engage in activities to reduce climate change and its impacts.

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Section: Conclusion About Knowledge Of Energy and Its Relation To Bementioning

confidence: 90%

Section: Energy-related Alternative Conceptions In the Context Of CLImentioning

confidence: 99%

Section: Efficacy Knowledge Of Energy-related Behaviour In the Contexmentioning

confidence: 99%

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The Energy Concept and its Relation to Climate Literacy

Mittenzwei

Bruckermann

Nordine

et al. 2019

EURASIA J MATH SCI T

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“…Palabıyık, Yavaş ve Aydın (2010a) yaptıkları araştırmada da benzer sonuçlara ulaştıkları görülmektedir. Yine Kılınç, Boyes ve Stanisstreet (2013) tarafından yapılan çalışmada da öğrencilerin nükleer santrallerin canlılara zarar vereceğine inandıkları belirlenmiştir.…”

Section: Sonuç Ve öNeri̇lerunclassified

Fen Bilgisi Öğretmen Adaylarının Nükleer ve Termik Santraller İle İlgili Görüşleri

Aksan¹,

Çelikler²

2018

Pamukkale University Journal of Social Sciences Institute

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Dünyanın enerji darboğazıyla karşı karşıya olması, toplumların enerji politikası oluşturmasını zorunlu kılmaktadır. Sürdürülebilir kalkınmaya uygun enerji ile ilgili atılımlar ise çevreye karşı duyarlı ve çevresel sorumluluğa sahip bireylerden oluşan toplumlarla mümkün olmaktadır. Günümüzde tartışma konusu olan nükleer ve termik santrallere yönelik bireylerin görüşlerinin, farkındalıklarının ve tutumlarının belirlenmesinin önemli olduğu düşünülmektedir. Bu nedenle bu araştırma ile Fen Bilgisi öğretmen adaylarının, nükleer ve termik santraller ile ilgili görüşlerinin belirlenmesi amaçlanmıştır. Araştırma, Türkiye'de bir devlet üniversitesinin Eğitim Fakültesi dördüncü sınıfında öğrenim gören 93 Fen Bilgisi öğretmen adayıyla yürütülmüştür. Genel tarama modeli ile yürütülen araştırmada veriler, nükleer santrallerin ve termik santrallerin çevresel, biyolojik, ekonomik, güvenlik ve sosyal boyutlarına yönelik 10 açık uçlu soru ile elde edilmiştir. Elde edilen veriler, betimsel analiz yöntemi ile analiz edilmiştir. Araştırma sonuçları, öğretmen adaylarının nükleer ve termik santrallerinin canlıları ve çevreyi olumsuz etkilediği ve dünya için riskli olduğu görüşünde olduklarını ortaya koymaktadır. Bunun yanı sıra öğretmen adayları nükleer ve termik santrallere yönelik güvenlik önlemleri alınması gerektiğini belirtirken, bu santrallerin taşıdığı riskler nedeniyle endişeli oldukları belirlenmiştir.

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“…When risk perceptions are felt, the public may decide with lack of knowledge and limited reasoning. (Kılınç et al, 2013;Upreti & van der Horst, 2004). In this sense, countries and policymakers should demand at least that public awareness is raised regarding risk perceptions that hinder the fair evaluation of evidence and decision-making mechanisms such as logical reasoning (Frewer, 2004;Upreti & van der Horst, 2004).…”

Section: Introductionmentioning

confidence: 99%