Vergelykende studie oor kennis en persepsies van radioaktiwiteit
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Date
Authors
Kriek, Jeanne
Basson, IIsa
Coetzee, Corene
Muller, Helene
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS OpenJournals
Abstract
Hierdie verkennende studie is gedoen om vas te stel hoe die kennis en persepsies oor
radioaktiwiteit van drie groepe voorgraadse onderwysstudente vergelyk met dié van
kundiges op die gebied. Die eerste groep verteenwoordig studente wat beskik oor
feitelike kennis van radioaktiwiteit, omdat hulle daarin onderrig is. Die tweede groep
verteenwoordig studente met ’n baie beperkte kennis van dié onderwerp en die laaste is ’n
groep studente wat slegs terloops met die onderwerp kennis gemaak het en geen formele
onderrig daarin ontvang het nie. Die laaste groep is vergelykbaar met die grootste deel van
die algemene publiek. Omdat die deelnemers aan die studie vrae moes beantwoord wat
hulle besluite laat neem en redes gee, gebaseer op hulle kennis van die onderwerp, is die
antwoorde van kundiges gebruik om die deelnemers se antwoorde teen te meet. ’n Nieekwivalente
ex post facto-groepontwerp is gebruik. Die hipotese dat feitelike inligting die
publiek se mening oor sekere aspekte van radioaktiwiteit vorm, is ondersoek. Kwantitatiewe
data wat deur geslote vrae in ’n Lickertskaal-vraelys versamel is, is geanaliseer en het
statisties beduidende verskille tusssen die kennisbasis van die respondentgroepe getoon.
Die kwalitatiewe data van die studie is verkry deur gemotiveerde antwoorde in die
Lickertskaal-vraelys. Hieruit is dit duidelik dat die opinies van studente wat meer feitlike
blootstelling aan radioaktiwiteit gehad het, die beste vergelyk met dié van kundiges in
gevalle waar die persepsies ’n direkte uitvloeisel is van die vlak van kennis wat ’n persoon
oor die onderwerp het. Waar situasies ingesluit is wat verband hou met gesondheid en die
omgewing, veiligheid en risiko, is die persepsies egter baie uiteenlopend en kan daar nie
uitspraak gelewer word oor die invloed van kennis op persepsies nie.
This explanatory study was done to get an understanding of how three groups of preservice teachers’ knowledge and perceptions of radiation compare to that of experts. The first group consists of students with factual radiation knowledge, due to their training. The second group is students with limited knowledge and the third group students with no official training in this area. The last group represented ordinary citizens. Experts were used as ‘yard stick’ as the participants had to answer questions where decisions and reasons had to be presented based on their knowledge. A non-equivalent ex post facto group design was used. The hypothesis that factual information shapes citizens’ decisions on certain aspects of radiation was investigated. The quantitative data collected via closed-ended questions in a Lickert questionnaire, was analysed and statistically significant differences were indicated. The qualitative data was collected as openended responses to the Lickert questionnaire. As expected the students with more factual knowledge compared most favourable with that of the experts where perceptions are directly related to formal education. However, this premise of knowledge was not found with regard to perceptions of health, environment, safety and risk due to a diversity of applications.
This explanatory study was done to get an understanding of how three groups of preservice teachers’ knowledge and perceptions of radiation compare to that of experts. The first group consists of students with factual radiation knowledge, due to their training. The second group is students with limited knowledge and the third group students with no official training in this area. The last group represented ordinary citizens. Experts were used as ‘yard stick’ as the participants had to answer questions where decisions and reasons had to be presented based on their knowledge. A non-equivalent ex post facto group design was used. The hypothesis that factual information shapes citizens’ decisions on certain aspects of radiation was investigated. The quantitative data collected via closed-ended questions in a Lickert questionnaire, was analysed and statistically significant differences were indicated. The qualitative data was collected as openended responses to the Lickert questionnaire. As expected the students with more factual knowledge compared most favourable with that of the experts where perceptions are directly related to formal education. However, this premise of knowledge was not found with regard to perceptions of health, environment, safety and risk due to a diversity of applications.
Description
Keywords
Kennis, Persepsies, Radioaktiwiteit, Knowledge, Perceptions, Radioactivity
Sustainable Development Goals
Citation
Kriek, J., Basson, I., Coetzee, C. & Muller, H., 2014, ‘’n Vergelykende studie oor kennis en persepsies van radioaktiwiteit’, Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 33(1), Art. #1172, 9 pages. http://dx.DOI.org/ 10.4102/satnt.v33i1.1172