Future Indian Citizens’ Position of Intention Towards Nuclear Power Plants Influenced by Beliefs and Understanding: An Intervention Study


Nuclear energy is considered as a future sustainable energy resource in power hungry and fast developing Indian economy. Public understanding of advantages and disadvantages of nuclear power is a key for governments to make informed decisions and actions. Too there are propaganda, misconceptions and politics for and against installing nuclear power plants in India. This study is conducted among 100 students (age group of 13-14) from different types of schools in their last years of secondary schooling, considered as future Indian citizens. Study specifically looked at their beliefs, understandings and intentions about having Nuclear Power. This research used a design based research method and focused on what beliefs, understanding and intentions future citizens have, towards generating power from Nuclear Power and to what extend a 5E model intervention programme can influence it. The questionnaire used was based on theory of reasoned action and the structured intervention lessons used the 5E instructional model as a framework. The data analysed qualitatively and quantitatively, and the qualitative data were coded into categories based on responses. These responses to beliefs, understanding and intentions were analysed to show their inter-relationships using the Structural Equation Model (SEM). Overall findings indicate that before the intervention future citizens’ had misconceptions. Study showed a shift in their position after the intervention. The data analysis using SEM showed that there is considerable change in their beliefs, understandings and intentions and the changes are not unique in all cases. Differences were depended on the type of institutions.

Author Information
Dinesh Narayana Kurup, Jawahar Navodaya Vidyalaya, India
Celine Perriera, Mahatma Gandhi University, India
Veena Mackil, Bharathiar University, India

Paper Information
Conference: IICEDubai2017
Stream: Education for sustainable development

This paper is part of the IICEDubai2017 Conference Proceedings (View)
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Posted by James Alexander Gordon