Analysis of the Conceptual Structure and Perceptions of Radiation among Pre-Service Elementary Teachers

This study analyzed the conceptual structure and perceptions of radiation among 106 pre-service elementary teachers. The results indicated that their understanding of radiation was primarily centered on “risk,” with a strong tendency to perceive it as artificial and harmful. Only a limited number of participants recognized natural radiation or its beneficial applications. The analysis of drawings also revealed predominantly negative images, such as radiation symbols, genetic modification, and explosions, suggesting the influence of media coverage and social events. Furthermore, participants tended to believe that radiation is inherently dangerous regardless of dose and that its management should be handled by the government. While relatively positive attitudes were observed toward its medical and industrial applications, negative perceptions were evident regarding its use in agriculture. Most participants relied on media sources for information, and negative perceptions appeared to have intensified following the Fukushima nuclear accident. These findings suggest the need for teacher education programs to provide a balanced and accurate scientific understanding of radiation.