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Patterns of Pre-service Science Teachers’ Use of Evidence in Web-based Discussions of the Nuclear Power Generation Issue
Hyunju Lee ∗
Department of Science Education, Ewha Womans University, Seoul 120-750
Hyunsook Chang
Kuksabong Middle School, Seoul 156-034
(Received 9 February 2012 : revised 27 February 2012 : accepted 29 March 2012)
The purpose of the study was to investigate how pre-service science teachers chose and used evidence to support their positions on the nuclear power generation issue. Eighteen teachers par- ticipated in web-based discussions over two weeks. Data sources included audio-taping of group discussions, reflective writings on the issue, and individual interviews. Ten teachers supported nu- clear power generation whereas the other eight supported development of renewable energy. The
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teachers supporting nuclear power tended to prioritize its economic benefits, cost-efficiency, and practicality. They perceived the potential dangers of nuclear power plants, but tried to ignore or minimize the risk. They also admitted the strengths of renewable energy, but they tended more to emphasize its weakness or to point out the invalidity and the uncertainty of the opposing data.
On the other hand, the teachers supporting development of renewable energy generation showed relatively limited knowledge on renewable energy. They tended to focus on the weakness of nuclear power generation rather than providing evidencess to show the strength of renewable energy. They also presented a lack of awareness of the environmental benefits of renewable energy.
PACS numbers: 01
Keywords: Nuclear power generation, Renewable energy, STS, Socioscientific issues, Science teacher, Decision-making
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