Abstract
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.
Similar content being viewed by others
Notes
For an extended literature about nuclear energy, its uses and abuses, nuclear physics and chemistry curricula, and other relevant topics, see http://www.nriched.eku.edu/bibliogr.htm (accessed 03 January 2013).
References
AAAS (American Association for the Advancement of Science). (1989). Project 2061: Science for all Americans. Washington, DC: AAAS Publications.
AAAS (American Association for the Advancement of Science). (1993). Benchmarks for scientific literacy. New York, NY: Oxford University Press.
Alsop, S. (2001). Living with and learning about radioactivity: A comparative conceptual study. International Journal of Science Education, 23(3), 263–281.
Alsop, S., & Watts, M. (1997). Sources from a Somerset village: A model for informal learning about radiation and radioactivity. Science Education, 81(6), 633–650.
APS Physics. (2012). Science literacy and nuclear accidents. http://physicsfrontline.aps.org/2011/03/16/science-literacy-and-nuclear-accidents/. Accessed 03 January 2013.
Atwood, C. H., & Sheline, R. K. (1989). Nuclear chemistry: Include it in your curriculum. Journal of Chemical Education, 6(5), 389–393.
Bitsika, P. (2001). Nuclear waste: The NATO bombs—Scientists point out that there are no negligible nuclear radiation doses for human body (in Greek). Greek newspaper ‘To Vima’, 4 Feb 2001, p. A47.
Boyes, E., & Stanisstreet, M. (1994). Children’s ideas about radioactivity and radiation: Sources, mode of travel, uses and dangers. Research in Science & Technological Education, 12(2), 145–160.
Βybee, R. W. (1997). Achieving scientific literacy: From purposes to practices (pp. 82–86). Portsmouth, NH: Heinmann Publishing.
Colclough, N. D., Lock, R., & Soares, A. (2011). Pre-service teachers’ subject knowledge of and attitudes about radioactivity and ionising radiation. International Journal of Science Education, 33(3), 423–446.
Collins, P., & Bodmer, W. (1986). The public understanding of science. Studies in Science Education, 13(1), 96–104.
Costa, N., Marques, L., & Kempa, R. (2000). Science teachers’ awareness of findings from educational research. Chemical Education Research and Practice, 1(1), 31–36.
Deboer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601.
diSessa, A. A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10(2&3), 105–225.
Durant, J., Evans, G., & Thomas, G. (1989). The public understanding of science. Nature, 340(6228), 12–14.
Eijkelhof, H. M. C., Klaassen, C. W. J. M., Lijnse, P. L., & Scholte, R. L. J. (1990). Perceived incidence and importance of lay-ideas on ionizing radiation: Results of a delphi-study among radiation experts. Science Education, 74(2), 183–195.
Eijkelhof, H., & Millar, R. (1988). Reading about Chernobyl: The public understanding of radiation and radioactivity. School Science Review, 70(251), 35–41.
European Commission. (2004). Europe needs more scientists. Report by the High Level Group on Increasing Human Resources for Science and Technology in Europe, Brussels.
Gutwill-Wise, J. P. (2001). The impact of active and context-based learning to introductory chemistry courses. Journal of Chemical Education, 78(5), 684–690.
Halkia, K., Malamitsa, K., & Theodoridou, S. (2001b). Students’ views and attitudes towards the communication code and the rhetoric used in press science articles. Paper presented in the 9th European conference for Research on Learning and Instruction. EARLI (European Association for Research on Learning and Instruction), Friburg, Switzerland.
Halkia, K., Theodoridou, S., & Malamitsa, K. (2001a). Teachers’ views and attitudes towards the communication code and the rhetoric used in press science articles. Paper presented in the 3rd international conference on “Science Education Research in the Knowledge Based Society”, ESERA, Thessaloniki, Greece.
Harré, R. (2009). The siren song of substantivalism. Journal for the Theory of Social Behaviour, 39(4), 467–473.
Henriksen, E. K., & Jorde, D. (2001). High school students’ understanding of radiation and the environment: Can museums play a role? Science Education, 85(2), 189–206.
Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87–112.
Jenkins, E. W. (1999). School science, citizenship and the public understanding of science. International Journal of Science Education, 21(7), 703–710.
Johnstone, A. H. (2000). Teaching chemistry—Logical or psychological? Chemistry Education Research and Practice, 1(1), 9–15.
Johnstone, A. H. (2006). Chemistry education research in Glasgow in perspective. Chemistry Education Research and Practice, 7(2), 49–63.
Kaczmarek, R., Bednarek, D., & Wong, R. (1987). Misconceptions of medical students about radiological physics. Health Physics, 52(1), 106–108.
Kariotoglou, P., & Papasotiriou, C. (1999). The educational aspects of informal science education programs. Paper presented in the conference: Science as Culture, Como, Italy.
Klaassen, C. W. J. M., Eijkelhof, H. M. C., & Lijnse, P. L. (1990). Considering an alternative approach to teaching radioactivity. In P. L. Lijnse, & A. J. Waarlo (Eds.), Relating macroscopic phenomena to microscopic particles: A central problem in secondary science education (pp. 304–316). Proceedings of a Seminar held at University of Utrecht, January 1989.
Lau, K.-C. (2009). A critical examination of PISA’s assessment on scientific literacy. International Journal of Science and Mathematics Education, 7(6), 1061–1088.
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94.
Laugksch, R. C., & Spargo, P. E. (1996). Development of a pool of scientific literacy test-items based on selected AAAS literacy goals. Science Education, 80(2), 121–143.
Linjse, P. L., Eijkelhof, H. M. C., Klaassen, C. W. J. M., & Scholte, R. L. J. (1990). Pupils’ and mass-media ideas about radioactivity. International Journal of Science Education, 12(1), 67–78.
Lucas, A. (1987). Public knowledge of radiation. Biologist, 34(3), 125–129.
Martins, I. (1992). Pupils’ and teachers’ understandings of scientific information related to a matter of public concern. Unpublished Ph.D. Thesis University of London, Institute of Education.
Millar, R. (1994). School student’s understanding of key ideas about radioactivity and ionizing radiation. Public Understanding of Science, 3(1), 53–70.
Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 112, 29–48.
Miller, J. D. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7(3), 203–223.
Nakiboğlu, C., & Tekin, B. B. (2006). Identifying students’ misconceptions about nuclear chemistry. A study of Turkish high school students. Journal of Chemical Education, 83(11), 1712–1718.
Norris, S. P., & Philips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240.
NRC (National Research Council). (1996). National science education standards. Washington, DC: National Academy Press.
Nunes, E., & Zylbersztain, A. (1990) Goiania and Chernobyl lesson to be learned. Paper presented at the 42nd annual meeting of the Brazilian Society for the Progress of Science (SBPC), March.
OECD-PISA (Organization for Economic Co-operation and Development). (2005). Programme for International Student Assessment of scientific literacy in the OECD/Pisa project. http://www.pisa.oecd.org/. Accessed 03 January 2013.
Oliveras, B., Marquez, C., & Sanmart, N. (2011). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education. doi:10.1080/09500693.2011.586736 (iFirst Article).
Outhwaite, W. (2001). In defence of social structure. Studies in Social and Political Thought, Issue 4-March, 3–15.
Parkinson, J., & Adendorff, R. (2004). The use of popular science articles in teaching scientific literacy. English for Specific Purposes, 23(4), 379–396.
Powell, R. R., Robinson, M. G., & Pankratius, W. (1994). Toward a global understanding of nuclear energy and radioactive waste management. International Journal of Science Education, 16(3), 253–263.
Prather, E. (2005). Students’ beliefs about the role of atoms in radioactive decay and half-life. Journal of Geoscience Education, 53(4), 345–354.
Sesen, B. A., & Ince, E. (2010). Internet as a source of misconception: Radiation and radioactivity. The Turkish Online Journal of Educational Technology, 9(4), 94–100.
Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
Shen, B. S. P. (1975). Science literacy and the public understanding of science. In S. B. Day (Ed.), Communication of scientific information (pp. 44–52). Karger: Basel.
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school chemistry students. Chemistry Education Research and Practice, 7(4), 203–225.
Taber, K. S., & García Franco, A. (2010). Learning processes in chemistry: Drawing upon cognitive resources to learn about the particulate structure of matter. Journal of the Learning Sciences, 19(1), 99–142.
Vagena, N. (2001). The reactor that brings catastrophe (in Greek). Greek daily ‘Eleftherotypia’, 4 January 2001.
Varvoglis, H. (2005). ITER: The reactor that is going to change the world (in Greek). Greek daily ‘To Vima’, 4 September 2005, p. H04.
Wellington, J. (1990). Formal and informal learning in science: The role of the interactive science centers. Physics Education, 25(5), 247–252.
Wellington, J. (1991). Newspaper science, schools science: Friends or enemies? International Journal of Science Education, 13(4), 363–372.
Williams, D. H. (1995). Successes and techniques associated with teaching the chemistry of radioactive wastes. Journal of Chemical Education, 72(11), 971–973.
Acknowledgments
The authors acknowledge the instructors and students in the various institutions of Greece and Turkey who cooperated in the present study. They are grateful to the reviewers for their detailed criticism, feedback, and suggestions that contributed to the considerable improvement of presentation and argument. Finally, thanks are due to Dr. John Oversby and to Dr. Bill Byers for their useful comments about presentation.
Author information
Authors and Affiliations
Corresponding author
Appendix: The Newspaper Articles Used in the Study
Appendix: The Newspaper Articles Used in the Study
NOTES
-
1.
For economy of space, the articles have been slightly abridged.
-
2.
In the actual questionnaires, in each text the lines were numbered, and in the questions the lines were noted in which the relevant text was located. Emphasis was added by the authors of this article, to focus students’ attention on the terms and phrases that were relevant to the questions.
1.1 ARTICLE A, ITER: The reactor that is going to change the world [Adapted from Varvoglis (2005)]
Following long years of negotiations about the construction of the thermonuclear reactor in the French town of Cantarache, a consortium of countries has finally started to put the project into effect…. Its successful operation will be a milestone for our technological civilization entering a new era. …There is already a consortium of nations working in what seems to be on good track. This consortium aims at the construction of the first experimental thermonuclear reactor, which will prove the possibility of constructing electric power plants by using as energy source the fusion of hydrogen to helium. The energy released when 1 gram of hydrogen atoms (1 mol of atomic hydrogen) undergoes the fusion reaction is equal to the energy released from burning about 23.000 liters of gasoline. This is a very large amount of energy, covering Greece’s energy needs for 1 h.
Since 1954, when the first testing of the hydrogen bomb was carried out, physicists had already been trying to develop a peaceful use of this new source of energy, hydrogen fusion. However, that target proved much more difficult to achieve than the corresponding effort to harness atomic energy from the decomposition (fission) of uranium. The reason is that the hydrogen fusion occurs at high temperatures (of million degrees centigrade), while even the most resistant materials available on the Earth melt at 3,000 or 4,000 degrees centigrade. So, how can a reactor be constructed which can resist such high temperatures?
Many ideas and techniques have been tried since 1954. One idea which proved the most successful was to use a magnetic field as a sort of the reactor’s “invisible wall”. At the high temperatures required for the fusion, the hydrogen is ionized, and the gas is then a mixture of protons and electrons. This mixture is referred to as plasma. According to one fundamental law of physics, the plasma is “repelled” away from the regions where there is a strong magnetic field. Therefore, all we need to “keep” the plasma in the thermonuclear reactor is a serious of magnets, placed in a manner that the resulting magnetic field will be weak in the reactor’s center and strong near its side walls. …
All the countries participating in the Consortium were willing to host the thermonuclear reactor, because it is “clean” and safe, unlike the uranium atomic reactors, which are always in danger of exploding or producing radioactive waste. Ultimately, it seems that the ongoing increase in the oil prices has had a decisive effect on the negotiations, resulting in the decision to construct the thermonuclear reactor in the French town of Cantarache, as supported by the European Union.
The successful operation of the ITER reactor will constitute one of the most significant technological milestones of our civilization. It will mark the definite withdrawal of mankind from the most important sources of energy used to this day, that is, coal and oil. If one looks back at the few recent centuries in human history, one will realize that most major wars were waged in pursuit of possessing and managing of energy resources, which have always been located in small regions around the globe and have been of limited capacity. In contrast, hydrogen exists in water, therefore we can obtain it from water. In this way the energy problem of the residents of this planet can be regarded as solved for thousands of years to come.
1.2 ARTICLE B, Depleted Uranium: A disastrous nuclear waste [Adapted from Vagena (2001) and Bitsika (2001)]
During the 1980’s, the Military Industry developed and started mass production of a new highly penetrating missile. The high penetrating material used in this missile derived from a nuclear waste called depleted uranium (or DU for short). The producers were proud for the havoc (disaster) caused to military tanks by this missile, that they nicknamed it “tank-killer”.
Depleted uranium is the by-product that is left behind by the process of enriching the mineral of uranium, which is used as the fissionable material in nuclear plants. The radioactive mineral uranium (U) that exists in nature consists mainly of two isotopes, U-235 (235U) and U-238 (238U), as a rule in proportions of 0.7 % and 99.3 %, respectively. U-235 is used in nuclear reactors to produce huge amounts of energy by means of the nuclear fission reaction, while U-238 is not useful in that (U-235 has a higher fission probability to undergo fission, while the U-238 has small probability). Therefore, it is essential that natural uranium is enriched by means of a special process that removes a large part of U-238 while leaving behind U-235. The U-238 that is obtained in this way is called depleted uranium. Having a half life of 4.5 billion years (!), U-238 in practice never decomposes. (U-235 has a half life of 704 million years.)
A 30 mm DU missile contains about 4.650 fragments of DU, weighing approximately 300 grams. When it explodes, splinters and radioactive material in the form of very fine dust disperse over a over a large distance, and, practically, they remain there forever, polluting the soil and the water-carrying zone. Extended use of DU missiles was reported for the first time during the Gulf War in 1991 and a few years later in the War in the Balkans.
Depleted uranium is still controversial about its consequences on public health and the environment, which are due to its radioactivity. The World Health Organization (WHO) refers to the dangers from depleted uranium, pointing out that it does not cause leukemia, but it can have toxic action on the human organism, affecting kidneys and lungs. In addition, deaths have been reported of soldiers who participated in the Iraqi warfare, which were attributed to what is known as the Gulf Syndrome. Concern has also been expressed about a problem that might be caused if depleted uranium enters the food chain through the water-carrying zone in the Balkan territories, where the bombs were thrown.
(Nuclear physicist) Dr. Athanasios Geranios claimed that the slightest exposure to radioactivity is serious. … The maximum permitted limit of 0.2 rem coming from the dose we receive annually from natural radioactivity allows for only one chest X-ray per year! As a result, there is no margin for additional dose of radioactivity. Note that this not a case of a personal choice, but something enforced to us by others or it happens without our being aware of it. As Dr. Geranios explained, … there will be an approximate 10-year latent period for the likely appearance of symptoms of illness related to radioactivity. Following that is the so–called plateau, which may last even 30 years, and during this period there is probability for cancer…. Of great importance are the age, the type of radiation, and the dose received at the beginning of the period…
Finally, according to the USA Department of Energy, since 1930, the annual permitted radioactivity for nuclear workers was 156 rem (this dose also depends on the kind of radiation, and which is ten times higher for alpha particles than for gamma or X rays), while 600 rem is the deadly dose. However, this limit is gradually lowered, reaching 15 rem by the 1950s, further reduced to 5 rem in the period 1960–1990… For the general population (but not the nuclear workers) this value is currently set at the 1/10, that is, 0.2 rem.
Rights and permissions
About this article
Cite this article
Tsaparlis, G., Hartzavalos, S. & Nakiboğlu, C. Students’ Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles. Sci & Educ 22, 1963–1991 (2013). https://doi.org/10.1007/s11191-013-9578-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11191-013-9578-5