Nuclear wastewater release to the Pacific Ocean: An environmentally critical socio-scientific issue to promote students’ and teachers’ grasp of evidence
Interdisciplinary Journal of Environmental and Science Education,
Год журнала:
2025,
Номер
21(2), С. e2508 - e2508
Опубликована: Фев. 7, 2025
Socio-scientific
issues
(SSIs)
can
work
as
an
effective
mediator
to
promote
secondary
students
and
science
teachers’
environmental
learning.
This
study
explores
one
of
such
SSIs:
The
controversy
over
Fukushima’s
nuclear
wastewater
release
(NWR)
the
Pacific
Ocean,
characterized
by
expert
disagreement
on
predicting
associated
risks.
Aimed
at
producing
a
theory
informed
articulation
issue
useful
for
instructional
purposes,
this
conducted
content
analysis
NWR
employing
grasp
evidence
(GOE)
framework,
particularly
attending
risk-related
statements
extracted
from
publicly
available
digital
news
articles
supporting
documents
mostly
produced
week
during
time
plan
was
officialized.
GOE-informed
articulated
identifying
focused
managing,
predicting,
communicating
risks
radioactive
release.
revealed
41
knowledge
claim
codes
derived
263
statements.
These
claims
addressed
trustworthiness
arguments
released
water’s
safety
four
dimensions:
analysis,
evaluation,
interpretation,
integration.
Additionally,
10
emerged
50
addressing
sociopolitical
ethical
aspects
dealing
with
Analysis
speakers
two
contrasting
positions
NWR,
advocates
or
skeptics,
well
their
professional
status
potential
interest
relations.
Findings
demonstrate
how
GOE
facilitate
students’
socio-scientific
reasoning
fostering
multidimensionally
evaluative
approaches
competing
so
socially
ethically
conscious
NWR.
Discussions
consider
applications
SSI-based
interdisciplinary
instructions
in
methods
courses
classrooms.
Язык: Английский
Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
Applied Sciences,
Год журнала:
2025,
Номер
15(11), С. 5961 - 5961
Опубликована: Май 26, 2025
Integrating
technology-enhanced
gamification
into
teacher
education
can
significantly
foster
motivation
and
reshape
perceptions
toward
science
learning.
This
mixed-methods
case
study
explores
how
a
14-week
course
for
preservice
early
childhood
teachers,
supported
by
the
digital
platform
FantasyClass
enriched
with
cohesive
narrative
structure,
impacted
students’
attitudes
towards
science.
The
featured
structural
elements—such
as
experience
points,
collectibles,
team-based
challenges—combined
immersive
storytelling
that
contextualized
scientific
tasks
within
fantasy
adventure.
Quantitative
data
from
pre-
post-intervention
surveys
revealed
statistically
significant
improvements
in
perceived
teaching
competence.
Thematic
analysis
of
qualitative
feedback
highlighted
enhanced
engagement,
enjoyment,
relevance
These
findings
suggest
intelligent
integration
gamified
technologies
design
initial
training
address
motivational
barriers
positive
emotional
engagement.
While
context-specific,
this
offers
insights
learning
environments
support
development
among
future
educators.
Язык: Английский