Yoshida Midori, Honda Eiichi, Dashpuntsag Oyunbat, Maeda Naoki, Hosoki Hidehiko, Sakama Minoru, Tada Toshiko
Department of Oral and Maxillofacial Radiology, Tokushima University, Tokushima, Japan.
Department of Oral and Maxillofacial Radiology, Tokushima University, Tokushima, Japan.
J Environ Radioact. 2016 May;155-156:7-14. doi: 10.1016/j.jenvrad.2016.01.015. Epub 2016 Feb 11.
Following the Fukushima Nuclear Power Plant accident, the Japanese government created two supplemental texts about radiation reflecting the accident for elementary, middle school, and high school students. These texts were made to explain radiation and consequently to obtain public consent for the continuation of the nuclear program. The present study aimed to evaluate the appropriateness of the content of the texts and to collect the basic data on the level of understanding necessary to improve radiation education. Lectures on radiology including nuclear energy and the Fukushima accident were given to 44 fourth-year dental students in 2013. The questionnaire was administered in 2014 when these students were in their sixth-year. The survey was also administered to 40 first-year students and 41 fourth-year students who hadn't any radiology lectures. Students rated their level of understanding of 50 phrases used in the texts on a four-point scale (understanding = 3, a little knowledge = 2, having heard = 1, no knowledge = 0). Questions on taking an advanced physics course in high school and means of learning about radiation in daily life were also asked. The level of understanding of phrases in the supplemental text for middle and high school students was significantly higher among sixth-year students (mean = 1.43) than among first-year (mean = 1.12) or fourth-year (mean = 0.93) students (p < 0.05). Overall, the level of understanding was low, with scores indicating that most students knew only a little. First-year students learning about radiation from television but four-year and six-year students learning about radiation from newspaper scored significantly higher (p < 0.05). It was concluded that radiation education should be improved by using visual material and preparing educators to teach the material for improving the public's understanding of radiation use-especially nuclear power generation because the phrases used in the supplementary texts are very difficult for students to understand.
福岛核电站事故发生后，日本政府编写了两份关于辐射的补充文本，供小学生、初中生和高中生了解此次事故。编写这些文本的目的是解释辐射相关知识，从而获得公众对继续推进核计划的认可。本研究旨在评估这些文本内容的适宜性，并收集有关提高辐射教育所需理解水平的基础数据。2013年，为44名牙科专业四年级学生举办了包括核能及福岛事故在内的放射学讲座。2014年这些学生升入六年级时进行了问卷调查。同时，对40名一年级学生和41名未参加过任何放射学讲座的四年级学生也进行了调查。学生们按照四点量表对文本中使用的50个短语的理解程度进行评分（理解 = 3，略有了解 = 2，听说过 = 1，一无所知 = 0）。还询问了关于高中是否选修高等物理课程以及日常生活中了解辐射的途径等问题。六年级学生（平均分为1.43）对中小学补充文本中短语的理解水平显著高于一年级学生（平均分为1.12）和四年级学生（平均分为0.93）（p < 0.05）。总体而言，理解水平较低，得分表明大多数学生只是略有了解。通过电视了解辐射的一年级学生以及通过报纸了解辐射的四年级和六年级学生得分显著更高（p < 0.05）。研究得出结论，应通过使用视觉材料和培养教育工作者来教授相关内容，以提高公众对辐射利用尤其是核能发电的理解，从而改进辐射教育，因为补充文本中使用的短语对学生来说很难理解。
