Characteristics of the interviewees’ basic situation and efforts.
|Characteristics of efforts (region)||Major lessons learned|
|Practice of radiation education at primary schools considering regional characteristics (Soma City, Katsurao Village and Okuma Town)||Radiation education was provided to teach both radiation knowledge and the current situation in the region, and to teach perspectives and ways of thinking, thereby fostering their ties to the community|
|Development of continuous, multidisciplinary radiation education throughout three years in junior high school (Koriyama City)||In accordance with students’ formative stages during junior high school, well-balanced radiation education was provided in the contexts of science, mathematics, and social studies
Because students’ interest in radiation changed, their interests were constantly assessed. Gradually the focus shifted to learning science on the basis of radiation
|Cases of enhancing self-efficacy through student-based radiation measurement activities and international dissemination (Fukushima and Koriyama cities)||Students’ consciousness of radiation increased and their understanding of it deepened through measurement activities under the technical and ethical advice of teachers
Students communicated the current situation in Fukushima Prefecture to the world, establishing a network with senior high school students in France. Such activities enhanced the students’ sense of self-efficacy
|Development of multi-layered radiation education through measurements and quantitative understanding (Motomiya City, Aizu and Koriyama City)||The goals of radiation education were to mitigate psychological problems (self-stigma), teach the nature (properties) of radiation, and promote a numerical understanding of radiation
Through measurements and quantitative understanding, students shared their learning and experience with each other and with others through group work
|Direct radiation education for students and indirect support of teachers by experts (Fukushima Prefecture)||Over time, it became difficult to establish consensus between teachers and experts over whether to convey an assuring message or an alarming message to students
Because the relationships between students and teachers and between teachers and experts affect how students perceive messages, a trusting relationship must be built among teachers and lecturers
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