Preservice primary teachers' positions on nuclear power before and after a role play.
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| Title: | Preservice primary teachers' positions on nuclear power before and after a role play. |
|---|---|
| Authors: | Cruz-Lorite, Isabel María1 imclorite@uma.es, Cebri{n-Robles, Daniel1, Acebal Expósito, María del Carmen1, Blanco-López, Ángel1 |
| Source: | Journal of Turkish Science Education (TUSED). Sep2023, Vol. 20 Issue 3, p379-398. 20p. |
| Subject Terms: | *Science classrooms, *Attitude change (Psychology), Nuclear power plant shutdowns, Nuclear energy, Nuclear power plants, Roleplaying games, Nuclear reactors |
| Geographic Terms: | Spain |
| Abstract: | Role-playing games (RPGs) are considered a useful way of addressing socioscientific issues (SSIs) in the science classroom insofar as they allow learners to engage with an issue and possibly change their opinions on it. This study analyses changes in preservice primary teachers (PPTs) personal positions on nuclear energy following participation in an RPG that simulated a televised debate about the proposal to close nuclear power plants in Spain. The 78 PPTs had to state their position on this issue both before and after the RPG, choosing from among the following three options: (i) immediate closure of nuclear plants, (ii) gradual phasing out of nuclear plants or (iii) continuing indefinitely with nuclear plants. The majority of students were initially against the future use of nuclear energy, but almost half changed their position following the RPG. Students' initial personal position and the extent to which this disagreed with the position they had to defend in role were factors related to opinion change, both in terms of its direction (towards a position more in favour of or more against nuclear power) and its magnitude (abrupt: from one extreme position to the other; or moderate: from the intermediate to an extreme position, or vice-versa). The analysis also showed that students' personal position after the RPG tended to be closer to that of the role they had portrayed. These aspects should be borne in mind when designing RPGs to address SSIs in the science classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 172926831 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preservice primary teachers' positions on nuclear power before and after a role play. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cruz-Lorite%2C+Isabel+María%22">Cruz-Lorite, Isabel María</searchLink><relatesTo>1</relatesTo><i> imclorite@uma.es</i><br /><searchLink fieldCode="AR" term="%22Cebri{n-Robles%2C+Daniel%22">Cebri{n-Robles, Daniel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Acebal+Expósito%2C+María+del+Carmen%22">Acebal Expósito, María del Carmen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Blanco-López%2C+Ángel%22">Blanco-López, Ángel</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Turkish+Science+Education+%28TUSED%29%22">Journal of Turkish Science Education (TUSED)</searchLink>. Sep2023, Vol. 20 Issue 3, p379-398. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+change+%28Psychology%29%22">Attitude change (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+power+plant+shutdowns%22">Nuclear power plant shutdowns</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+energy%22">Nuclear energy</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+power+plants%22">Nuclear power plants</searchLink><br /><searchLink fieldCode="DE" term="%22Roleplaying+games%22">Roleplaying games</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+reactors%22">Nuclear reactors</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Role-playing games (RPGs) are considered a useful way of addressing socioscientific issues (SSIs) in the science classroom insofar as they allow learners to engage with an issue and possibly change their opinions on it. This study analyses changes in preservice primary teachers (PPTs) personal positions on nuclear energy following participation in an RPG that simulated a televised debate about the proposal to close nuclear power plants in Spain. The 78 PPTs had to state their position on this issue both before and after the RPG, choosing from among the following three options: (i) immediate closure of nuclear plants, (ii) gradual phasing out of nuclear plants or (iii) continuing indefinitely with nuclear plants. The majority of students were initially against the future use of nuclear energy, but almost half changed their position following the RPG. Students' initial personal position and the extent to which this disagreed with the position they had to defend in role were factors related to opinion change, both in terms of its direction (towards a position more in favour of or more against nuclear power) and its magnitude (abrupt: from one extreme position to the other; or moderate: from the intermediate to an extreme position, or vice-versa). The analysis also showed that students' personal position after the RPG tended to be closer to that of the role they had portrayed. These aspects should be borne in mind when designing RPGs to address SSIs in the science classroom. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.36681/tused.2023.022 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 379 Subjects: – SubjectFull: Science classrooms Type: general – SubjectFull: Attitude change (Psychology) Type: general – SubjectFull: Nuclear power plant shutdowns Type: general – SubjectFull: Nuclear energy Type: general – SubjectFull: Nuclear power plants Type: general – SubjectFull: Roleplaying games Type: general – SubjectFull: Nuclear reactors Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: Preservice primary teachers' positions on nuclear power before and after a role play. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cruz-Lorite, Isabel María – PersonEntity: Name: NameFull: Cebri{n-Robles, Daniel – PersonEntity: Name: NameFull: Acebal Expósito, María del Carmen – PersonEntity: Name: NameFull: Blanco-López, Ángel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 13046020 Numbering: – Type: volume Value: 20 – Type: issue Value: 3 Titles: – TitleFull: Journal of Turkish Science Education (TUSED) Type: main |
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