Knowledge Sources and Opinions of Prospective Social Studies Teachers about Possible Risk and Benefit Analysis: Nuclear Energy and Power Stations

Abstract

In this study, it was aimed to determine the trust status of prospective social studies teachers regarding various knowledge sources related to nuclear energy and power stations regarded as a controversial socio scientific issue and their perceptions on the possible risks and benefits of nuclear energy and power stations. Target population of the study consisted of prospective teachers studying in the Social studies Teaching Department of Faculty of Education at Afyon Kocatepe University during the fall term of 20152016 academic year. Volunteer teacher candidates from each grade participated in the study. The data required for the study were collected by using "Risks and Benefits about Nuclear Energy" questionnaire developed by İşleri (2012) and a measurement tool which determines the reliability of the knowledge Energy is an inevitable requirement to use both in daily life and in all areas of the industry sector. Developments in science and technology, increase in the world population and high-standard life expectations have enhanced the need for energy further. This need of energy has necessitated the use of energy resources in different branches. Energy resources are broadly classified as primary-secondary energy sources and renewable and non-renewable energy sources (Durğun, 2013). Resources such as petroleum, natural gas, coal, uranium and thorium can be given as examples for primary energy sources (Demirbaş, 2002). Secondary energy sources consist of resources such as electricity and petroleum products obtained after conversion of primary energy sources (International Energy Agency, 2004; Korkmaz and Develi, 2012). Another commonly used classification is renewable and non-renewable energy sources. Renewable energy sources, which can be called as alternative energy source, is "an energy form provided by existing energy cycle in natural periods with continuity" (Urgun, 2015:3). Solar energy, wind energy, biomass energy and geothermal energy can be given as examples for this kind of energy sources (Çukurçayır and Sağır, 2007; Özcan, 2013: Tekeşin, 2011). Energy sources which has a certain amount of reserve underground and which cannot be replaced by new sources when consumed are called non-renewable energy sources (Bhattacharyya, 2011:10; as cited in Durğun, 2013:4). Coal, petroleum, natural gas and nuclear energy can be given as examples for this kind of energy sources (Uslusoy, 2012; Yavuzaslan, 2009). Nuclear energy, which falls into this kind of energy sources, has a particular importance since it has a socio-scientific feature and causes discussions in our country recently. Nuclear energy can be obtained by two different ways as nuclear fission occurring in nuclear reactors and as nuclear fusion (Zabunoğlu, 2012). More than 430 active nuclear power stations in the world works based on fission technique (Altın, 2004). The use of fusion technique has not reached an important point despite the efforts lasting a long time (Zabunoğlu, 2012). sources related to nuclear energy and establishment of power stations. Descriptive statistics were conducted on the data obtained after the application of the measur ement tools to 270 prospective teachers. According to the results obtained from the study, it was found out that the prospective teachers agreed that the nuclear energy and power stations were both risky and beneficial. According to another result obtained, scientists working on the issue received the highest confidence whereas members of parliament, companies and news on televisions received the lowest confidence.