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1 福島大学シンポジウム 放射線被曝を健康への権利と教育から考える 2014/03/21 ポスト フクシマの放射線教育 Radiation Education in Post-FUKUSHIMA 八巻俊憲 YAMAKI Toshinori 福島県立田村高等学校 Fukushima Prefectural Tamura High School
2 Tamura H.S. 福島県 Fukushima Prefecture 13,800km² FUKUSHIMA CITY IITATE KAWAMATA MINAMISOMA KORIYAMA CITY μsv/h MIHARU TOWN KATURAO KAWAUCHI NAMIE FUTABA OOKUMA TOMIOKA NARAHA HIRONO F1 Power Plants 20km IWAKI CITY 30km 50km Yamaki 2012
3 Tamura High School, (50km) >10μSv/h March 15,2011 <0.5μSV/h September 2012 February 2012
4 Radiation Facts (Tamura H.S.) Environmental Radiation Shift at Tamura High school (Apr 2011-Sept 2012) entrance porch rear ground tennis court athletic track front ground softball field courtyard dose rate in the air(μsv/h) 2011/3/ /4/ /5/ /6/ /7/ /8/ /9/ /10/ /11/ /12/ /1/ /2/ /3/ /4/ /5/ /6/ /7/ /8/15 Yamaki 2011,2012
5 Ⅰ. 高校における放射線教育の実情 Facts about the Radiation Education in the High Schools 1. 現時点で体系的には行われていない Not spread systematically 2. 個人的な取組が少数見られる Few classes by some voluntary teachers 理由 1: 放射線教育が教育課程に位置付けられていない It is not placed on School Curriculum 理由 2: どのような内容 視点で行うのか 不明確である It is not clear what contents and views are suitable to classses.
6 3. 福島県の高校で行われている実践例 Examples in high schools in Fukushima 1 原尚志氏 ( 福島高等学校 ) Mr. Hara, Fukushima High School SSH( スーパーサイエンスハイスクール ) の理科授業として As a SSH(Super Science High School)Program = Science Activities 放射線の物理 ( 科学知識 ) Physics of radiation (Science knowledge) 環境放射線の精密測定 Measuring the environmental radiation
7 2 對馬俊晴氏 ( 安達高等学校 ) Mr. Tsushima, Adachi High School 総合学習 復興教育として As an Integrated Learning or a Restoration Education: 放射線教育 再生可能エネルギー教育 復興教育 Radiation education >> renewable energy education >> Restoration education 県外交流 発信することの重要性 Exchange program with outside of Fukushima = sending massages 復興教育 現状分析 将来像 現状改善 Restoration education : present situation >> future image >> Improving the present conditions 内的動機 生き抜く力 解のない事象へのアプローチ Internal incentive >> Vitality >> Approach to the answerless issues
8 3 八巻俊憲 ( 田村高等学校 )Yamaki, Tamura High School STS リテラシー教育としての放射線教育 STSLiteracy Education Model (STS=Science, Technology, Society) 科学知識 技術 歴史 社会や人間との関連 問題などを総合的に扱う Integrating science knowledge, technology, history, society and human relations, Issues, etc. 放射線とは何か ( 物理 化学 )What is radiation? (Physics, Chemistry) 放射線の危険性 ( 生物 )Risk of radiation (Biology) 放射線 原子力の歴史 (20 世紀の歴史 ) History of Radiation and Nuclear Energy in 20th Century (History) 原爆と原発 ( 技術 ) Nuclear bomb and power generation (Technology) 放射能汚染と被害 ( 社会 環境 ) Radioactive contamination and damage (Society, Environment) 低線量被ばくの考え方 Low Dose Radiation Problem エネルギーと環境の問題 Energy and Environment Issues 廃炉 最終処分問題 Decommissioning and Final Disposal Problems
9 Ⅱ. 放射線教育の目的観 Views of purposes of radiation education 対立する基本的姿勢 教師としての考え方が問われる Opposing concepts Questions about teacher s situation 1) 放射線 利用 か 防護 か Application or Protection? 2) 被曝の 受容 か 回避 か Acceptance or Rejection? 3) 現象への 興味 か問題への 対策 か Curiosity or Concern? 4) 現実への 批判 か将来への 展望 か Criticism or Prospects? 5) 科学的 知識 か社会的 倫理 か Knowledge or Ethics? 6) 専門知識かリテラシーか Expertise or Literacy? 7) テクノクラシーかデモクラシーか Technocracy or Democracy? 8) 安全 が前提か 危険 が前提か Safety Emphasis or Risk Emphasis? 9) 啓蒙主義か 批判的思考か Illuminismor Critical Thinking?
10 目的と関心のずれ Gaps in Purposes and Concerns 専門家の関心と被災住民としての関心は異なる The Experts Interests are different from People s concerns. 放射線利用教育ではなく 放射線防護教育であるべき Purposes are not on Applications of Radiation but on Radiological Protection for the people.
11 Ⅲ. 生徒の実態 Students Cognition 田村高校の位置 Location of Tamura High School 生徒へのアンケート Survey of the students cognition (1) 概念認識 Concepts (2) 低線量被ばくの影響に対する認識 Low dose exposure of radiation (3) 身の周りの放射線 放射性物質に対する認識 Risks in daily lives
12 生徒へアンケートの主な結果 main Results of Survey (1) 放射線や放射性物質について 誤った概念を保持している割合が高い Not a few show misunderstanding of the concepts of radiation or radioactive material. (2) 自分の住んでいるところに不安を感じている生徒がいる Some students feel uneasy about their places of residence. (3) 低線量でも 被曝したくないと思っている生徒が多い Many students want to avoid the radiation exposure even in low level. (4)4 人に 1 人は 放射線を気にしている 1 in 4 are worrying about the environmental radiation or radioactive in daily food. (5) 半数以上が 内部被ばくに不安を感じている More than half of them are anxious about the internal exposure of radiation.
13 生徒へアンケートの主な結果 ( 続 ) continued (6) 政府や専門家が信用されていない Government or the experts are not trusted. (7) 将来に不安を感じている生徒が多い Many students are anxious about their future. (8) 原子力 エネルギー問題について論ずる力が不十分である Students Ability to discuss about Nuclear / Energy Issues are not enough
14 Ⅳ. 考察 Discussions 問題点 Difficulties 生命の安全と生活の安心が脅かされている ( 生命の問題 ) (Human Life) 科学的な知識 考え方が十分生かされていない ( 科学リテラシーの問題 ) (Scientific Literacy) 人権が脅かされている ( 倫理の問題 ) (Ethics and Humanism) 自然環境が危機にさらされている ( 環境の問題 ) (Natural Environment) 科学的 技術的な事実や理論を重視した対策がなされていない ( 政策決定の問題 ) (Policy and Decision making)
15 まとめ Summery(1) 放射線教育の目的 Purposes Ⅰ 汚染地域で生活していくための実用的知識 技術を習得する Learning Practical Knowledge and Skills Ⅱ 社会のあり方を考える基礎として 核エネルギーや放射線についての知識を持つ Knowledge as the Base of Thinking about Society Ⅲ 長期的な環境問題のひとつとしての放射能汚染や放射性廃棄物の問題を考える Perspective for the long life problems of radiocontamination and radioactive waste
16 まとめ Summery(2) 放射線教育の留意点 Points 基本としての正しい知識をおさえる Correct knowledge should be based. 市民の立場を中心におき 弱者の立場を尊重する People and weak persons should be placed in the center of matters. 科学的な視点と社会的 倫理的な視点を併せ持つ Social and Ethical Minds should be valued as well as Scientific Views.
17 0.33μSv/h 0.186μSv/h (May. 2012) (Dec. 2014) Monitoring Post Set by the Government Thank you for your attention
18 文部科学省版 放射線副読本 ( 改訂版 ) の問題点 1 放射性物質の説明 セシウムしか載ってない ヨウ素 131 他の記載が無い 2 避難人数が実際より少ない ( 小学校版 ) 3 放射線の危険性が明記されてない 100 ミリシーベルト以下について影響がないかのように読める記載になっている ( 誤記!) 4 風評被害を強調し過ぎている 加害者のすり替え! 5 事故による放射能汚染の存在を肯定している 将来の事故と汚染の受容を勧めている? 6 事故が起こったときの心構え 緊迫感がなさすぎ 感想 : 事故の経験してない人が書いたの? 執筆者の 平常心バイアス を感じる
東京電力福島第一原子力発電所の20Km以遠のモニタリング結果について（平成23年5月28日19時00分現在）/ Readings at Monitoring Post out of 20 Km Zone of Tokyo Electric Power Co., Inc. Fukushima Dai-ichi NPP(19:00 May 28, 2011)
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東京電力福島第一原子力発電所の20Km以遠のモニタリング結果について（平成23年5月25日13時00分現在）/ Readings at Monitoring Post out of 20 Km Zone of Tokyo Electric Power Co., Inc. Fukushima Dai-ichi NPP(13:00 May 25, 2011)
(Readings at Reading point out of Fukushima Dai-ichi NPP) 20km 30km 10km (Circles indicate approximate range.) Koriyama city, Nihonmatsu city, Motomiya city (measured on May 6-20, 2011) Date city Kawamata
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