Living with and learning about radioactivity: A comparative conceptual study

Abstract

This article documents a quasi-scientific comparative study of two groups of 'recent school leavers' in the UK (n = 30). The participants are all non-science university undergraduates, male and female aged 18-24. Participants from one group have all lived and been educated in a geographic area with higher than average atmospheric radon gas concentrations. In contrast, the participants from the other group all have lived and been educated in areas not associated with elevated radon concentrations. Using a methodology of interviews-about-scenarios, the study seeks to explore if people living with the immediacy and relevance of higher than average levels radioactivity are more knowledgeable and emotionally detached compared with a similar group removed from this health concern. When the two groups were compared, few conceptual and emotional differences were observed. However, the participants faced with higher than average radiation levels were found to be more knowledgeable about the everyday practicalities of living with increased risk due to elevated radon concentrations. In an educational era where local relevance, scientific literacy and the public understanding of science are common curriculum justifications, the discussion concludes by raising questions about meeting everyday needs and curriculum reform.