Abstract
Education has been considered a key means of changing people's risk perception of or attitude toward, nuclear technology. Major efforts have been and will continue to be expended to educate the public in this regard. However, the early experimental studies indicated that empirical support was lacking for the arguments that opposition toward nuclear energy stems from ignorance and greater information will change attitudes. At the same time, some studies indicated the positive effect of education in changing people's attitude. This study reviewed the theories of attitude formation and change, risk perception, and their relationship with the public's nuclear education, and attempts to explain the seemingly conflicting findings. Suggestions for future educational efforts were also made.
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