Abstract:
purpose of the study was to investigate whether teaching about nuclear energy with an evidence-based approach provides a significant change in seventh graders’ risk perception and understanding of nuclear energy, their argumentation quality and their decisions about the construction of nuclear power plants in Turkey. The participants of the study were 110 seventh graders in a public school in Istanbul. It was a quasi-experimental study. The control group engaged in the traditional interactive lecture. Experimental group 1 was taught by evidence-based lecture and experimental group 2 engaged in evidence-based activities, including the Model Evidence Link Diagram. Three different instruments were applied as pre- and posttests. It was found that the students' understanding of nuclear energy changed significantly in all groups, but benefit and risk perception and argumentation quality changed significantly only in group 2. When the scores of all groups were compared, there was a significant difference between the control and group 2 in terms of benefit and risk perception, understanding of nuclear energy and argumentation quality. Finally, the results of a chi-square test showed that regarding the acceptance of nuclear power plant in Turkey, the increase in group 1 and the decrease in group 2 were significant. The results of the study support that evidence-based activity as a better method of delivery than an interactive lecture in terms of improving understanding of nuclear energy, benefit and risk perception and argumentation quality.
