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High school students' understanding of radiation and the environment: Can museums play a role?
Author(s) -
Henriksen Ellen K.,
Jorde Doris
Publication year - 2001
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/1098-237x(200103)85:2<189::aid-sce60>3.0.co;2-s
Subject(s) - exhibition , norwegian , psychology , science education , interpretation (philosophy) , mathematics education , pedagogy , visual arts , computer science , art , linguistics , philosophy , programming language
In connection with an exhibition on radiation 1 ‐related environmental issues at the Norwegian Museum of Science and Technology, teaching units including pre‐ and post‐visit activities were developed for visiting students. The units were centered on “real‐life” stories concerning radiation issues that were used by the students as starting points for reflections around these issues. Using the teaching units as an evaluation instrument, students' written responses were analyzed with a dual purpose: 1) to gain insight into the understanding of and attitudes on radiation issues held by students in their final year of compulsory science instruction; and 2) to explore whether the exhibition medium may successfully convey scientific information that students find relevant and helpful in making personal judgments in environmental issues. In the present work, some prominent features of Norwegian 16‐year‐olds' understanding of radiation issues were identified, and it was noted that these were in many aspects similar to those described for students of other age groups and nationalities. Furthermore, it was found that a visit to the exhibition clearly provided science learning outcome for the majority of the students; however, for students who had strong alternative conceptions about the exhibition's issues, their preconceptions tended to inhibit their correct interpretation of new concepts introduced at the exhibition. We found few examples of students using scientific information from the exhibition in making personal judgments in matters concerning radiation and the environment, and we hypothesize that this may be due to a lack of practice in employing scientific understanding in this way. We believe that the use of museum exhibitions as part of a science education for scientific literacy is worth further exploration and might have increased success if new ways were found of improving the cooperation between museums and schools. © 2001 John Wiley & Sons, Inc. Sci Ed 85: 189–206, 2001.