Journal of Fisheries and Marine Sciences Education (수산해양교육연구)

The Korean Society for Fisheries and Marine Sciences Education (한국수산해양교육학회)
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Understanding and Attitude to Sustainable Development of College Students for a Nuclear Power Plant Construction in Education for Sustainable Development through Panel Discussion

패널토론을 적용한 지속가능발전교육에서 대학생의 원자력발전소 건립에 대한 지속가능발전 인식과 태도

  • Received : 2015.06.29
  • Accepted : 2015.08.31
  • Published : 2015.10.31
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Abstract

This study examined understanding and attitude of sustainable development(SD) of 38 college students in a nuclear power plant construction after education for sustainable development(ESD) through panel discussion. The results were as follows: First, after lesson 66% of students were expected that SD is possible if scientific technology is developed and a frugal life for the protection of environment is carried out. However, the remaining students regarded SD as an ideal concept, because they thought it is not possible to pursue environmental sustainability and socio-economic development simultaneously. Second, students' opinions in the evaluation of constructing a nuclear power plant in three aspects(environment, society and economy) before and after panel discussion were changed as follows; 1) After panel discussion, the objectors increased to 21% in economic evaluation, while the supporters increased to 11% in environmental evaluation. 2) Students majoring in engineering or natural sciences changed their opinions to agree in environmental evaluation because they considered a nuclear power plant safe and eco-energy. However students majoring in social science/business or liberal arts/arts changed their opinions to disagree in economic evaluation because they considered a nuclear power plant as high-cost energy when assessing danger-accidents cost, public consensus cost, operation and maintenance cost, and waste disposal cost. 3) This change of decision-making in students majoring in social science/business or liberal arts/arts after panel discussion was statistically significant(p<0.05). Implications of panel discussion as a teaching and learning method in ESD are also discussed.

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References

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