Pre-service teachers’ ideas about obtaining electricity in nuclear power stations in a role play context
Isabel María Cruz-Lorite 1 * , Daniel Cebrián-Robles 1 , María del Carmen Acebal-Expósito 1 , Ángel Blanco-López 1
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1 Department of Science Education, University of Malaga, Malaga, SPAIN* Corresponding Author

Abstract

This study examined whether participation in a role play on the socio-scientific issue of the use of nuclear power had an impact on pre-service primary teachers’ ideas regarding the process of obtaining electricity in a nuclear power station. Before and after the role play, 78 pre-service primary teachers were asked to describe this process to analyze the ideas they displayed about the stages involved in it. The results showed, overall, an increased presence of more scientifically informed ideas in some of these stages following the role play, although a number of non-scientifically informed ideas persisted, for example, regarding the way in which heat is obtained or the final transformation of energy into electricity. These results support the potential value of role play for developing more scientifically informed ideas, although some modifications of the role play are recommended for further development of them.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 11, Article No: em2176

https://doi.org/10.29333/ejmste/12507

Publication date: 06 Oct 2022

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Article Downloads: 569

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