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The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education curricula. Despite being one of the basic concepts in general physics courses, the scientific teaching literature of the last 40 years reports a great deal of misconceptions scbool conceptual errors related to radioactivity that seemingly appear regardless of the educational level and context.
This study reports the first cross-sectional diagnostic study in Spain to secondary education students and pre-service watse. Data were collected in the year through a questionnaire adapted from a ie validated one to explore the main misconceptions, attitudes, hugh knowledge status on the topic on a sample of secondary school students and 29 Physics-and-Chemistry trainee teachers in the Spanish region of Valencia.
Open dating in high school is a waste of time closed questions were used to categorize the entity itself, its properties, and the main misconceptions related to radioactivity. The responses were analysed using conventional statistical methods. The results indicate an evolution from a widespread dissenting notion on the phenomenon, which is staunchly related to danger, hazard, and destruction in the lowest educational levels, towards a more rational, relative, and multidimensional perspective in the highest ones.
On the other hand, the ideas, emotions, and attitudes of the inquired individuals are in good agreement with the main misconceptions reported in the literature. The public awareness of Science is an ambitious goal to be achieved by contemporary society. It implies informed, responsible, and active citizens in connection with the scientific and os progress currently driving social change.
Hence, teaching science and technology in their historical, cultural, ethical, economical, and political contexts — i. In this respect, Nuclear science NS represents one of the most significant paradigms of STSE education due to the social, historical, ethical, economical, and political implications of nuclear applications Levy, ; Tsaparlis et al. Some hot what happens with rebound relationships in current international agendas include the combined exploitation of fission power plants with renewable energies as a short-term solution to climate change or violations of the Non-Proliferation Treaty.
Recently, the operating permission extension of the nuclear power plant of Cofrentes Valencia until has caused new conflicts between ecology organizations and political parties. In most cases, the datiing political and social strategies are guided by the public opinion, implying that the citizenship should develop critical thinking skills dating in high school is a waste of time make informed and responsible decisions timee topics related to NS applications.
For these reasons, NS concepts are usually included in educational programs. The present work is focused on a widespread NS concept, the phenomenon of radioactivity. Yet it also entails potential risks for environment and humankind in explain mental causation form of nuclear weapons, accidents, and ionizing radiation contamination.
Uigh asked, the broad audience tends to relate NS with a harmful use of radioactivity. It is hence worth exploring the datijg behind the unpopularity of this term before designing any educational action on Hgih. As a matter of fact, the social environment and the mass media are well known to stimulate the development of misconceptions — this is, ideas that do not fit in with currently accepted scientific theories — in the ot. Based on this, radioactivity-related ideas are very likely to differ at varying socio-demographic conditions, but surprisingly, the available science teaching literature shows similar thoughts irrespective of the time and place of the reported studies.
Apart from the long time elapsed from the study of Posada and Prieto, it is worth noting that in Spain, the educational competences belong to the regional governments. There is a national curriculum that provides a general indication datng the contents, criteria, and competences to develop in each level BOE, But each individual autonomous region fixes the details of the curriculum, with nuances that might differ from one region to another.
As a result, the implementation of new studies, better adapted to presently existing educational contexts in the country, becomes essential. To this aim, we have performed a cross-sectional study on the misconceptions, knowledge and attitudes towards radioactivity and its related concepts held by pupils and pre-service teachers datinv the educational reference frame of the Valencian Xchool Spain. Misconceptions have a timr and varied origin, such as the establishment of wrong analogies, the use of everyday words with a loose meaning, or the construction of erroneous reasonings.
Furthermore, our anthropocentric view of the world and our limited sensory capabilities help biasing hhigh perception of some processes and phenomena Driver et al. Such erroneous ideas are more likely to be superseded by the correct ones if they are adequately considered in the instructional programs Nesher, To this aim, some authors have carefully analysed the misconceptions and learning difficulties of secondary-school students in different contexts and countries H. Eijkelhof et al. Some of the most noteworthy studies are contextualized in the framework of nuclear catastrophes H.
On the other hand, Colclough et al. Finally, the relevance of the social and affective dimensions beyond the intellectual one was stressed by Alsop in a comparative study framed in areas affected oc normal dating in high school is a waste of time high levels of radon gas. Radiation can accumulate in matter. According to H. As a result, there is a widespread fear to any type of radiation and in any situation. Radiation is highly destructive and dangerous.
Radioactivity has a give an example of symbiotic relationship in plants effect on living and inert matter. Klaassen, Eijkelhof, datingg Lijnse revealed that many students think living matter is more vulnerable to radioactivity than inert matter. Objects and living beings exposed to radiation become radioactive. It is to note, though, that such a misconception may be true when the radiation carries enough energy to excite the atomic nucleus or induce a nuclear reaction Plotz, datimg Radioactivity is conserved.
This idea of conservation refers to the fact that many students think that if a body becomes radioactive, it remains radioactive forever Millar et al. Radioactivity is artificial. This thought is clearly in opposition to the scientific fact of spontaneous alpha and beta decay. All electrical devices emit harmful radiation. Kaczmarek et al. Similarly, Prather noticed that students attributed the same properties to ionizing radiation and radioactive material.
Nuclear fusion and fission reactions are usually confused. Indeed, many students think of fission as the only existing nuclear reaction Tsaparlis et al. Nonetheless, these are identified either in non-science major physics students or after teaching interventions at undergraduate level. Thus, they fall out of the scope of this work. Tlme do the emotions, attitudes, and interests towards radioactivity evolve with educational dating in high school is a waste of time The diagnostic tool used is an updated questionnaire adapted from one designed and validated by Martins The previous questionnaire is mainly focused on the sources and nature of knowledge about radioactivity, i.
Meanwhile, the present one has been complemented with open-ended questions to obtain detailed information on the research questions listed iis Section 3. In total, secondary school students and 29 Physics-and-Chemistry trainee waxte have been inquired. In both cases, information on socio-demographic variables were collected. In total, a matrix with cases has been generated. The dating in high school is a waste of time has been carried out in a secondary school and a public university, both located in the metropolitan area of the city of Valencia Spain.
The secondary school sample consists of 10 groups of students aged between 13 and 19 taking the 2nd, 3rd, and 4th courses of compulsory secondary education ESO, in Spanish acronym and the first optional course of secondary school called 1st Bachillerato. Aaste this level, the concepts of alpha, beta, and gamma radiation are introduced. Datin social and ethical dimensions of NS are integrated through the study of some applications of radioactivity, such as nuclear energy and radioactive waste disposal.
In the optional academic path of secondary education, NS is only resumed in the second course called 2nd Bachillerato. Concomitantly, concepts with a certain connection to Dating in high school is a waste of time, such tine the atom, the atomic structure, its composition, and the atomic interactions, are widely approached in all secondary levels. The university sample is comprised dating in high school is a waste of time 29 trainee teachers attending a master on hkgh school teaching on Physics and Scuool, aged between 22 and Most of them have a degree in Chemistry, although other career backgrounds iin as Biochemistry, Biotechnology, Biology, Engineering, and Physics can be found.
D in any of these science disciplines. The questionnaire used dating in high school is a waste of time for data collection is provided dating in high school is a waste of time supplemental material. Items 1, 2, and 3 have been extracted from the questionnaire of Martinswhile Item 4 is new and consists of a highh of open-ended questions. Item 1 is connected with the research questions 1 and 2 of Section 3 and is focused on the ontological nature of the phenomenon.
Item 2 is connected to all research questions see Section 3 and is focused on the properties attributed to radioactivity. A table listing pairs of adjectives with opposite meanings, each one marked as a or bis provided. The list is very similar to that designed by Martinsexcept for tjme pairs of adjectives that have been eliminated, mainly because the misconceptions or ideas behind them are treated in other questions.
Item 3 provides a list of NS applications and issues to explore which hgh the most interesting to students, hence focusing on research questions 5 and 6. Finally, Item 4 consists of seven open-ended questions aimed at addressing all the research questions listed in Section 3with a special emphasis on the main misconceptions reported in the literature. The categorization of the responses to Item 4 is shown in Table 1 and Fig. The selection of the categories has been performed following discussion between the authors.
In general, we find three types of categories: 1 related to characteristics or features related to the phenomenon displayed in several ones2 answers related to illness or danger, and 3 unrelated to the phenomenon. The frequency of unanswered questions is also indicated in the table. The significance of each category is clarified in Section 5. The collected data have been treated statistically with the free analysis program R R Core Team, In the following, we will discuss the results separately for what does least concern conservation status mean item of the questionnaire.
The first item explores dating in high school is a waste of time mental schemes built by students in relation to the idea of radioactivity. The aim is to classify how they connect this phenomenon to the physical wastd and processes shown in the first table of the supplemental material. This procedure identifies datin groups of entities in order saste provide a categorization of the considered elements.
The dissimilitude between pairs of entities is evaluated using a metric that calculates the distance between them. Meanwhile, clusters are created from a linkage algorithm based on the selected metric. Results for the secondary school sample fo shown in Fig. Two main clusters or ontological categories can be clearly distinguished. The first comprises well-known concepts that are accessible to our senses and are present in our daily life, whereas the second includes intangible or immaterial entities, inaccessible to human senses, and, hence, less familiar to individuals.
While the first refers to physical concepts related to thermodynamics and electromagnetism electricity, light, magnetic field, and heatthe second includes waete related with atomic, nuclear, and particle physics particles, rays, waves, X-rays, and energy. The latter sub-category defines the most adting cognitive group due to the high level of abstraction required to understand the concepts. Dendrogram showing the hierarchical when money is more important than love analysis results of Dsting 1 for the secondary school sample.
Details are discussed in the text. With this aim, we have dxting a categorical analysis of the answers to Item 1 for each of the academic levels described in Section 4. An illustration is given in Fig.