Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects.
Andrzej Wojcik, Karim Hamza, Iann Lundegård, Margareta Enghag, Karin Haglund, Leena Arvanitis, Linda Schenk
Author Information
Andrzej Wojcik: MBW Department, Centre for Radiation Protection Research, Stockholm University, Svante Arrhenius väg 20C, 106 91, Stockholm, Sweden. andrzej.wojcik@su.se. ORCID
Karim Hamza: Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
Iann Lundegård: Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
Margareta Enghag: Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
Karin Haglund: Tumba Gymnasium, Botkyrka kommun, Stockholm, Sweden.
Leena Arvanitis: Blackeberg Gymnasium, Stockholm, Sweden.
Linda Schenk: Unit of Work Environment Toxicology, Institute of Environmental Medicine, Karolinska Institutet, Stockholm, Sweden.
The levels of stochastic health effects following exposure to low doses of ionising radiation are not well known. A consequence of the uncertainty is that any radiation exposure is met with deep concern-both by the public and by scientists who disagree about how the partly conflicting results from low-dose studies should be interpreted. The concern is not limited to ionising radiation but is inherent to other areas of modern technologies such as biotechnology or electromagnetic fields. The everyday presence of advanced technologies confronts people with the necessity to take decisions and there is an ongoing debate regarding both the nature and magnitude of potential risks and how education efforts may empower peoples´ decision-making. In the field of radiation research there are different opinions regarding the optimal education methods, spanning from the idea that peoples' fears will be eliminated by introducing dose thresholds below which the risk is assumed to be zero, to suggestions of concentrating research efforts in an attempt to eliminate all uncertainties regarding the effects of low doses. The aim of this paper was to present our approach which is based on developing an education program at the secondary school level where students learn to understand the role of science in society. Teaching about radiation risk as a socio-scientific issue is not based on presenting facts but on showing risks in a broader perspective aiming at developing students' competency in making decisions based on informed assessment. We hope to stimulate and encourage other researchers to pursue similar approaches.
