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Public Understanding of Science
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Understanding understanding: a model for the public learning of radioactivity

Steve Alsop

York University, Faculty of Education, South 836 Ross Building, 4700 Keele Street, Toronto, Ontario, Canada M3J 1P3, Salsop{at}edu.yorku.ca

While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particular members of the public learn about radiation and radioactivity, and proposes a model to describe their learning—the Informal Conceptual Change Model [ICCM]. ICCM is a multidimensional framework that incorporates three theoretical dimensions—the cognitive, conative, and affective. The paper documents each of these dimensions, and then illustrates the model by drawing upon data collected in a case study. The emphasis of the analysis is on understanding how the members of the public living in an area with high levels of background radiation learn about the science of this potential health threat. The summarizing comments examine the need for a greater awareness of the complexities of informal learning.

Public Understanding of Science, Vol. 8, No. 4, 267-284 (1999)
DOI: 10.1088/0963-6625/8/4/301
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