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Trainee teachers and ionising radiation: understandings, attitudes and risk assessments. A descriptive study in one institution

Colclough, Nicholas Denys (2007)
Ph.D. thesis, University of Birmingham.

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Abstract

This study described UK trainee teachers’ understandings of and attitudes to radioactivity and ionising radiation, in one School of Education. The investigation addressed three research questions. The first focussed on the understanding of alpha, beta and gamma radiations. The second looked at risk assessments involving alpha, beta and gamma radiations and, the third, explored attitudes to alpha, beta and gamma radiations. An innovative tool called ‘interviews about experimental scenarios’ (IAES) and survey questionnaires were administered to physics, chemistry, biology and history specialists. The collected evidence supported the hypothesis that increased time spent in formal science education correlates with a better understanding and more positive and rational attitudes. The trainee teachers were considered to be well-educated members of the public and, therefore, the findings to offer a reasonable ‘best-case scenario’ of the public understanding of science. However, understanding was incomplete and misconceptions existed. Unique to this research were the misconceptions that alpha, beta and gamma radiations reflect back from shiny surfaces similar to light and also refract in water. The study identified implications arising from its findings and made specific recommendations for communicators of science to the public, Initial Teacher Training and Continuing Professional Development for teachers.

Type of Work:Ph.D. thesis.
Supervisor(s):Lock, Roger and Soares, A.
School/Faculty:Schools (1998 to 2008) > School of Education
Department:School of Education
Subjects:LB Theory and practice of education
Institution:University of Birmingham
Library Catalogue:Check for printed version of this thesis
ID Code:55
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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