Working with Risk Perception in the Classroom

Abstract

Nuclear Science is often missing from the classroom; however, this does not mean that attitudes are not forming based on popular culture, misconceptions, and misinformation. Science communication needs to occur in two dimensions, the technical addressing the misinformation and the belief-based addressing misconceptions and feelings. Addressing one dimension, without the other, does not work to change the perception and ultimate acceptance of nuclear science. Through outreach education programming, nuclear science has been brought to the classroom. Students from Grade 1 through to Grade 12 were educated using a core program, adjusted to meet their education level, and understanding. The education program was targeted at risk perception, beliefs about nuclear, and misconceptions rather than a sole knowledge transfer education program. Students showed a marked decrease in perceived risk and an increase in acceptance of nuclear power after the programming. Preliminary findings highlight the importance of two-dimensional science communication in the classroom.