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Misconceptions, Knowledge, and Attitudes Towards the Phenomenon of Radioactivity
Science & Education ( IF 2.8 ) Pub Date : 2021-07-30 , DOI: 10.1007/s11191-021-00251-w
Ana Isabel Morales López 1 , Paula Tuzón Marco 2
Affiliation  

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 and 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 teachers. Data were collected in the year 2019 through a questionnaire adapted from a previously validated one to explore the main misconceptions, attitudes, and knowledge status on the topic on a sample of 191 secondary school students and 29 Physics-and-Chemistry trainee teachers in the Spanish region of Valencia. Open and 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.



中文翻译:

对放射性现象的误解、知识和态度

在许多中等科学教育课程中,放射性现象的教学被认为是培养批判性思维技能的关键因素。尽管是普通物理课程的基本概念之一,但过去 40 年的科学教学文献报告了大量与放射性有关的误解和概念错误,这些误解和概念错误似乎与教育水平和背景无关。本研究报告了西班牙第一个面向中等教育学生和职前教师的横断面诊断研究。2019 年通过一份问卷收集了数据,该问卷改编自先前经过验证的问卷,以探讨主要的误解、态度、西班牙瓦伦西亚地区的 191 名中学生和 29 名物理和化学实习教师的样本,以及关于该主题的知识状况。开放式和封闭式问题用于对实体本身、其属性以及与放射性有关的主要误解进行分类。使用常规统计方法分析响应。结果表明,这种现象从与最低教育水平的危险、危害和破坏密切相关的普遍不同观点,向最高教育水平的更理性、相对和多维的观点演变。另一方面,被调查者的想法、情绪和态度与文献中报道的主要误解非常吻合。开放式和封闭式问题用于对实体本身、其属性以及与放射性有关的主要误解进行分类。使用常规统计方法分析响应。结果表明,这种现象从与最低教育水平的危险、危害和破坏密切相关的普遍不同观点,向最高教育水平的更理性、相对和多维的观点演变。另一方面,被调查者的想法、情绪和态度与文献中报道的主要误解非常吻合。开放式和封闭式问题用于对实体本身、其属性以及与放射性有关的主要误解进行分类。使用常规统计方法分析响应。结果表明,这种现象从与最低教育水平的危险、危害和破坏密切相关的普遍不同观点,向最高教育水平的更理性、相对和多维的观点演变。另一方面,被调查者的想法、情绪和态度与文献中报道的主要误解非常吻合。结果表明,这种现象从与最低教育水平的危险、危害和破坏密切相关的普遍不同观点,向最高教育水平的更理性、相对和多维的观点演变。另一方面,被调查者的想法、情绪和态度与文献中报道的主要误解非常吻合。结果表明,这种现象从与最低教育水平的危险、危害和破坏密切相关的普遍不同观点,向最高教育水平的更理性、相对和多维的观点演变。另一方面,被调查者的想法、情绪和态度与文献中报道的主要误解非常吻合。

更新日期:2021-07-30
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