지리 교과에서 안전교육 내용 구성을 위한 방사능에 대한 위험 인식 분석

Abstract

Objectives This study aims to provide basic data for the construction of safety education contents in geography subject by examining university students' risk perception of radioactivity with an optimism bias through a real case of the Fukushima nuclear power plant accident in Japan.
 Methods To this end, a questionnaire composed of questions asking about risk perception of radioactivity and optimism bias in risk perception of radioactivity was distributed and collected to 134 university students in Seoul, South Korea. A one-way ANOVA was conducted to see the difference in risk perception of radioactivity according to the type of visit to Japan (visit to Tokyo, non-visit to Japan, visit to Japan). In addition, factor analysis and multiple regression analysis were performed to identify the optimism bias in the risk perception of radioactivity, and then the difference in optimism bias according to the type of visit to Japan was analyzed through MANOVA (Multivariate Analysis of Variance).
 Results The terms of risk perception of radioactivity, the degree of perception that Tokyo is safe from radiation was significantly higher in the Tokyo visiting group than in the other two groups. As a result of factor analysis to identify optimism bias, three factors (optimistic perception, avoidance perception, and wait-and-see perception) were derived, and as a result of multiple regression analysis, it was found that optimistic perception and avoidance perception had a positive effect on optimism bias in order. As a result of MANOVA, the Tokyo visiting group showed significantly higher perceptions of both optimistic and avoidance compared to the other two groups.
 Conclusions Optimism bias and its sub-factors, optimistic perception and avoidance perception, were identified in the risk perception of radioactivity. Because optimism bias makes it difficult to make logical judgments and rational decision-making in risk situations, meta-cognition for optimism bias in relation to risk perception should be considered when constructing safety education contents in geography subject.