Understanding understanding: a model for the public learning of radioactivity

While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particul...

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Bibliographic Details
Published inPublic understanding of science (Bristol, England) Vol. 8; no. 4; pp. 267 - 284
Main Author Alsop, Steve
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA SAGE Publications 01.10.1999
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Summary:While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particular members of the public learn about radiation and radioactivity, and proposes a model to describe their learning—the Informal Conceptual Change Model [ICCM]. ICCM is a multidimensional framework that incorporates three theoretical dimensions—the cognitive, conative, and affective. The paper documents each of these dimensions, and then illustrates the model by drawing upon data collected in a case study. The emphasis of the analysis is on understanding how the members of the public living in an area with high levels of background radiation learn about the science of this potential health threat. The summarizing comments examine the need for a greater awareness of the complexities of informal learning.
ISSN:0963-6625
1361-6609
DOI:10.1088/0963-6625/8/4/301