Knowledge, awareness, and perception of senior high school learners towards nuclear energy: A South African case study

Daniel Raphael Ejike Ewim, Yasthil Nundlal, Keenan Govender, Nokubonga Lungile Nzuke, Mfanafuthi Vukani Mbatha, Nangamso Gwexa, Kelsi Naidoo, Opeyeolu T. Laseinde and Sogo Mayokun Abolarin

African Journal of Science, Technology, Innovation and Development, 2023, vol. 15, issue 7, 866-884

Abstract: This study investigated senior South African high school students’ levels of knowledge, perception, attitude, and awareness toward nuclear energy using paper-based, semi-structured questionnaires and digital data collection instruments through online Google forms. The sample consisted of 100 high school students from two schools. Fifty students were chosen from a public school, and fifty students were selected from a private/independent school. It was found that regardless of the type of school, students showed little to no knowledge, low awareness, and significant ignorance of nuclear energy. The majority of students had never heard of nuclear energy. In terms of initial exposure to the concept of nuclear energy, private school learners seemed to have been exposed to the industry more through television. In contrast, for public school learners, educators were their main sources of introduction. Conversely, the perception of this form of energy is much more positive in private schools than in public schools. This study highlights the existence of a severe gap in high school education regarding the teaching and learning of nuclear energy. Hence, an energy-cognizant curriculum is needed to bridge the gap in both public and private schools.

Date: 2023
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DOI: 10.1080/20421338.2023.2213965

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