Lerarenopleidingen Science en Wiskunde/Rekenen

Leerlingen over Tsjernobyl

Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014

Klaassen, C. W. J. M.
Eijkelhof, H. M. C.
Lijnse, P. L.
Scholte, R. L. J.

Tijdschrift voor Didactiek van de Beta-wetenschappen
1988 – 6(3), 199-219

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In this article we present the results of a pupils’ questionnaire on the Chernobyl-accident. In this questionnaire, completed by 312 fourth form pupils of Dutch HAVO- and VWO-schools, we asked to describe what happened in Chernobyl, why the accident could have consequences in The Netherlands, why some safety-measures were taken and what the meaning of some radiation-terms is. We conclude that, apart from some context-dependent preferences for one term or another, the pupils have an undifferentiated radioactive matter/radiation/radioactivity concept. We also conclude that given the safety-measures pupils generally are able to construct for themselves a satisfactory interpretation of these measures. As for education, we suggest that a more pronounced distinction between open and closed sources of radiation might help pupils to reconsider their existing views on (applications of) radiation.

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