中学生对放射性现象的误解、知识和态度
Misconceptions, knowledge, and attitudes of secondary school students towards the phenomenon of radioactivity
摘要：
自1896年亨利·贝克勒尔偶然发现放射性以来，由于其迷人的性质、多种应用和有争议的用途，放射性引起了科学界和广大观众的关注。因此，在许多中等科学教育课程中，教授这种现象被认为是培养批判性思维技能的关键因素。尽管放射性是普通物理课程中的基本概念之一，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上下文无关。本研究探讨，第一次，在N=191中学生和Y=29物理和化学实习教师在西班牙瓦伦西亚地区的样本上的主题的知识状态。为此，Martins \cite{Mar92}开发的诊断工具的修订版已被采用。总的来说，调查结果表明，对这一现象的普遍不同看法在最低教育水平中与危险、危害和破坏密切相关，而在最高教育水平中，这一看法正逐渐转变为更加理性、相对和多层面的观点。此外，在不同的教育背景下，在文献中报道的主要误解和概念错误的询问个人的想法，情感和态度的巨大重叠揭示了迫切需要开发新的教学策略，导致相关的核科学概念的有意义的学习。
英文摘要：
Since its serendipitous discovery in 1896 by Henry Becquerel, radioactivity has called the attention of both the scientific community and the broad audience due to its intriguing nature, its multiple applications and its controversial uses. For this reason, the teaching of the phenomenon 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 context. This study explores, for the first time, the knowledge status on the topic on a sample of N=191 secondary school students and Y=29 Physics-and-Chemistry trainee teachers in the Spanish region of Valencia. To this aim, a revised version of a diagnostic tool developed by Martins \cite{Mar92} has been employed. In general, the results reveal 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. Furthermore, the great overlap of the ideas, emotions and attitudes of the inquired individuals with the main misconceptions and conceptual mistakes reported in the literature for different educational contexts unveils the urgent need to develop new teaching strategies leading to a meaningful learning of the associated nuclear science concepts.
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