Pre‐service Teachers’ Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Colclough, Nicholas Denys; Lock, Roger; Soares, Allan

doi:10.1080/09500691003639905

Cited by 13 publications

(16 citation statements)

References 32 publications

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“…Tanto alumnos como profesores en formación creen que una sustancia irradiada se convertirá en radiactiva, sin distinguir entre irradiación y contaminación (Prather y Harrington, 2001;Colclough et al, 2011). Asimismo, consideran, mayoritariamente, que las fuentes radiactivas son de origen artificial y no son conscientes de la continua exposición a radiación ionizante de origen natural (Boyes y Stanisstreet, 1994; Aubrecht y Torick, 2000).…”

Section: Respecto Al áMbito Educativounclassified

Ideas de los alumnos sobre radiactividad al finalizar la enseñanza secundaria obligatoria y su relación con los libros de texto y la prensa. Un estudio de caso

Cao

Castiñeiras

2016

ensciencias

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Corbelle Cao, J., Domínguez Castiñeiras, J. M., (2016) Ideas de los alumnos sobre radiactividad al finalizar la enseñanza secundaria obligatoria y su relación con los libros de texto y la prensa. Un estudio de caso. Enseñanza de las Ciencias, 34.3, pp. 113-142Ideas de los alumnos sobre radiactividad al finalizar la enseñanza secundaria obligatoria y su relación con los libros de texto y la prensa. Un estudio de caso Student ideas concerning radioactivity at the end of secondary school and their relation to textbooks and the media. A case study RESUMEN • En el presente trabajo se exploran, mediante un cuestionario diseñado ad hoc, algunas de las ideas de una muestra de alumnos sobre radiactividad al finalizar su enseñanza obligatoria. Además, se estudia hasta qué punto dichas ideas se relacionan con el tratamiento que sobre este tema hacen los libros de texto y la prensa. Para ello, se revisan los contenidos sobre radiactividad en una muestra de libros de texto de 3.º de ESO y se analiza el tratamiento que estos conceptos recibieron en una muestra de prensa digital durante el accidente en la central nuclear de Fukushima.PALABRAS CLAVE: radiactividad; ideas previas; libros de texto; prensa; ESO. ABSTRACT • Via ad-hoc questionnaire, this article explores some ideas students have about radioactivity at the end of their compulsory education. Moreover, it revises material on radioactivity taken from a sample of textbooks at a 9 th grade level, as well as analyzes how these topics were addressed by a sample of newspapers after the accident at nuclear power plant in Fukushima. Finally, it studies, how students' ideas relate to those covered by textbooks and the newspapers.KEYWORDS: radioactivity; misconceptions; textbooks; newspapers; science education. INTRODUCCIÓNEste trabajo es continuación de otro anterior (Corbelle y Domínguez, 2015) en el que se analizó el estado de la investigación didáctica en el campo conceptual de la radiactividad, centrando la atención en los ámbitos educativo y social. Respecto al ámbito educativoEn general, el alumnado de enseñanza secundaria (Millar et al., 1990;Millar y Singh, 1996) y de los primeros años de universidad (Prather y Harrington, 2001) hace un uso indiferenciado de los términos radiactividad, sustancia radiactiva y radiación. Tanto alumnos como profesores en formación creen que una sustancia irradiada se convertirá en radiactiva, sin distinguir entre irradiación y contaminación (Prather y Harrington, 2001;Colclough et al., 2011). Asimismo, consideran, mayoritariamente, que las fuentes radiactivas son de origen artificial y no son conscientes de la continua exposición a radiación ionizante de origen natural (Boyes y Stanisstreet, 1994; Aubrecht y Torick, 2000).El alumnado de secundaria asocia la radiactividad con peligro, relacionándola con efectos mutagénicos, teratogénicos o carcinogénicos, sin considerar la relación dosis-efecto (Boyes y Stanisstreet, 1994). En relación con los efectos biológicos de las radiaciones, véase la clasificación y análisis realizado por Cornejo e...

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Section: Respecto Al áMbito Educativounclassified

Ideas de los alumnos sobre radiactividad al finalizar la enseñanza secundaria obligatoria y su relación con los libros de texto y la prensa. Un estudio de caso

Cao

Castiñeiras

2016

ensciencias

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“…Daarteenoor lei persepsies wat versterk word deur kennis, dikwels tot sterk opinies en gevoelens (Oppenheim 1992). Wanneer risiko oorweeg word, word kennis én persepsies in ag geneem (Colclough, Lock & Soares 2011).…”

Section: Verband Tussen Kennis En Persepsies Van Radioaktiwitietunclassified

“…Die moderne demokrasie vereis egter 'n ingeligte publiek wat met begrip kan deelneem aan sake en debatte wat die wetenskap en tegnologie ten grondslag het (Durant, Evans & Thomas 1992;Laugksch 2000;Sturgis & Allum 2004; Page 2 of 9 Thomas & Durrant 1987). Opvoeders kan 'n groot impak hê op die wetenskaplike geletterdheid van toekomstige generasies en daarom behoort wetenskaponderwysers nie alleen leerders se begrip van wetenskap te verbeter nie, maar moet hulle hulle ook voorberei vir 'n samelewing wat voortdurend wetenskaplik en tegnologies ontwikkel (Colclough et al 2011).…”

Section: Skoolkurrikulum En Die Rol Van Die Onderwysunclassified

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’n Vergelykende studie oor kennis en persepsies van radioaktiwiteit

Kriek

Basson

Coetzee

et al. 2014

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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This explanatory study was done to get an understanding of how three groups of preservice teachers’ knowledge and perceptions of radiation compare to that of experts. The first group consists of students with factual radiation knowledge, due to their training. The second group is students with limited knowledge and the third group students with no official training in this area. The last group represented ordinary citizens. Experts were used as ‘yard stick’ as the participants had to answer questions where decisions and reasons had to be presented based on their knowledge. A non-equivalent ex post facto group design was used. The hypothesis that factual information shapes citizens’ decisions on certain aspects of radiation was investigated. The quantitative data collected via closed-ended questions in a Lickert questionnaire, was analysed and statistically significant differences were indicated. The qualitative data was collected as open-ended responses to the Lickert questionnaire. As expected the students with more factual knowledge compared most favourable with that of the experts where perceptions are directly related to formal education. However, this premise of knowledge was not found with regard to perceptions of health, environment, safety and risk due to a diversity of applications.

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“…The authors concluded that the method could be easily employed to differentiate alternative conceptions from a lack of knowledge. Then, the method was used to distinguish a lack of knowledge from alternative conceptions in mechanics (Planinic, Boone, Krsnik, & Beilfuss, 2006;Potgieter, Malatje, Gaigher, & Venter, 2010); simple direct-current circuits (Peşman & Eryılmaz, 2010;Planinic et al, 2006); radioactivity (Colclough, Lock, & Soares, 2011); diffusion and osmosis (Odom & Barrow, 2007); and environmental education (Arslan, Çiğdemoğlu, & Moseley, 2012). The review of these studies suggests that the Hasan et al 's method can be employed to distinguish a lack of knowledge from alternative conceptions.…”

Section: Confidence Judgements In Science Education Researchmentioning

confidence: 99%

The Confidence-Accuracy Relationship in Diagnostic Assessment: The Case of the Potential Difference in Parallel Electric Circuits

2015

EDUC SCI-THEOR PRACT

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This study explored the relationship between accuracy of and confidence in performance of 114 prospective primary school teachers in answering diagnostic questions on potential difference in parallel electric circuits. The participants were required to indicate their confidence in their answers for each question. Bias and calibration indices were calculated for each prospective teacher. A resolution index was calculated for each of the 43 participants who had some variance in both their performance scores and confidence ratings. In this study, the participants were more likely to know when they were giving the correct answer than when they were giving an incorrect answer. The resolution of confidence was positively related to the calibration of confidence. The findings indicate that having good resolution of confidence may be a prerequisite to, but not sufficient for, being well calibrated. In general, the prospective teachers in this study were poorly calibrated in their understanding of the potential difference in parallel circuits, the main reason for this being overconfidence. We also compared the participants for gender differences and noted that female students were more underconfident and less overconfident than their male counterparts in their understanding of the potential difference in parallel circuits. Implications of the findings for teaching and future research are discussed.

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Pre‐service Teachers’ Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Cited by 13 publications

References 32 publications

Ideas de los alumnos sobre radiactividad al finalizar la enseñanza secundaria obligatoria y su relación con los libros de texto y la prensa. Un estudio de caso

Ideas de los alumnos sobre radiactividad al finalizar la enseñanza secundaria obligatoria y su relación con los libros de texto y la prensa. Un estudio de caso

’n Vergelykende studie oor kennis en persepsies van radioaktiwiteit

The Confidence-Accuracy Relationship in Diagnostic Assessment: The Case of the Potential Difference in Parallel Electric Circuits

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