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The developed inquiry-based spiral curriculum to promote the radiation literacy as STS and Sustainability Education

Otsuji, H., Toda, M., Nobeoka, A. and Taylor, P.C.S. (2014) The developed inquiry-based spiral curriculum to promote the radiation literacy as STS and Sustainability Education. In: International Conference of STEM in Education 2014, 12 - 15 July 2014, University of British Columbia, Canada



Recent tragic natural disasters such as the Indian Ocean earthquake (Dec. 26th, 2004) or the Great East Japan Earthquake (Mar. 11th, 2011) made us recognize that all human beings are allowed to live on the earth under the unattainable power of the nature . Especially in terms of the education for the sustainability, the nuclear power plant accident at Fukushima threatened our sustainability of current life style. Not much focus on the education of the radiation literacy and energy resource had been paid before the accident, and existing programs were mainly provided to enhance the understanding of scientific concepts, without paying much attention to the literacy and decision -making ability . In the effort of overcoming the tragedy, new orientation of such curriculum is expected to be developed. This study (1) proposes a spiral curriculum , related to radiation literacy, through which learner can get enough basis of understanding and can sharpen their inquiry ability, which leads to decision making as citizen in democratic society, and (2) reports the effect of the curriculum , after conducting a few lessons situated in the curriculum. For elementary level, we proposed inquiry activities of spectrum of sun light using prism and of invisible light (Ultraviolet) using black light and UV beads in grade 3 . For junior secondary level, we conducted the self -measurement of “invisible environment” such as carbon dioxide and radiation dose. Students recognized by themselves that their school is safe, and complained that they have been left behind without giving proper information or teaching after the tragedy.

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