Students’ Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles
Students’ Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles
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两种欧洲背景下学生的核科学知识及其与公民科学素养的联系：报纸文章的案例
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Canan Nakiboğlu
中科院分区：
文献类型：
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作者：
Georgios Tsaparlis;Sotiris Hartzavalos;Canan Nakiboğlu
核科学的用途和应用对世界和平与可持续发展至关重要，因此，了解核科学的基本概念和专题应成为公民科学素养的一个组成部分。我们引用了两篇报纸上的文章，这些文章涉及核科学的应用，这些应用与生活、社会、经济和国际政治直接相关。一篇文章讨论了一种新的热核反应堆，第二篇是关于贫铀及其对健康的危害。189名一年级物理和小学教育希腊学生每人获得两篇文章中的一篇，并要求回答一些涉及希腊高中课程知识的附带问题。该研究重复了272名一年级本科物理，物理教育，科学教育和小学教育的土耳其学生。平均约20%的希腊学生和11%的土耳其学生提供了可接受或部分可接受的答案，而大部分学生（平均约50%的希腊学生和27%的土耳其学生）放弃回答问题。这些调查结果令人失望，但应该从希腊语和土耳其语高中课程中相关学习材料的覆盖面有限或根本没有的角度来看待。学生的概念困难，误解和研究和高中课程的影响进行了讨论。
Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20 % of Greek and 11 % of Turkish students, while a large proportion (on the average, around 50 % of Greek and 27 % of Turkish students) abstained from answering the questions. These findings are disappointing, but should be seen in the light of the limited or no coverage of the relevant learning material in the Greek and the Turkish high-school programs. Student conceptual difficulties, misconceptions and implications for research and high school curricula are discussed.