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An Investigation into the Method of Education on Radiation and Radioactivity in Primary and Lower Secondary Schools.

中小学辐射与放射性教育方法的调查。

基本信息

批准号：
09680197
负责人：
ANZAI Ikuro
金额：
$ 1.47万
依托单位：
Ritsumeikan University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

项目摘要

School textbooks of all subjects currently used in primary and junior high-schools in Japan were investigated regarding the descriptions about "radiation" and "radioactivity". It was revealed that the schoolchildren are first exposed to those concepts in the textbooks of social studies dealing with historical events such as the atomic bombing on Hiroshima and Nagasaki in 1945, the hydrogen bomb test at Bikini Atolls in 1954, and the accident of Chernobyl nuclear power plant in 1986, without being taught about scientific concepts of radiation and radioactivity. Later in junior highschool, students learn some introductory knowledge about radiation and radioactivity in the textbook of natural science, but they learn more about tragic social events regarding the utilization of nuclear energy as introduced above. Almost no coordination was observed between the textbooks of different subjects. A questionnairing was conducted on the teachers of social studies and natural sciences of 500 junior highschools, which suggested that many teachers have a feeling that it is appropriate to first present minus image of radition or radioactivity because they think these factors are actually risky.The present research also pointed out a number of inappropriate descriptions about radiation and radioactivity, and tentatively proposed some examples of scientifically more appropriate explanations. A report of some 200 pages was published including some commendable examples of educational practices in the fields of radiation and radioactivity.

对日本小学和初中目前使用的所有科目的教科书中有关“辐射”和“放射性”的描述进行了调查。据透露，学生们第一次接触到这些概念是在涉及历史事件的社会科教科书中，如1945年对广岛和长崎的原子弹轰炸、1954年比基尼环礁的氢弹试验和1986年切尔诺贝利核电站事故，而没有被教导辐射和放射性的科学概念。到了初中，学生们在自然科学教科书中学习了一些关于辐射和放射性的入门知识，但他们更多地了解了上文介绍的有关核能利用的悲惨社会事件。不同科目的教科书之间几乎没有协调。通过对500名初中社会科和自然科教师的问卷调查，发现许多教师认为辐射或放射性的负面形象是合适的，因为他们认为这些因素实际上是危险的，本研究还指出了一些关于辐射和放射性的不恰当描述，并尝试性地提出了一些科学上更为合理的解释。发表了一份约200页的报告，其中包括辐射和放射性领域教育做法的一些值得赞扬的例子。