Assessment of Express Emotionally Friendly, Didactical Information Presented on Low Dose Ionizing Radiation and Its Impact in Saskatchewan

Abstract

Social science research has demonstrated that emotion, affect, and political understanding and knowledge are crucial in the process of learning about scientific topics. Research studies have shown that just providing technical information from experts to the public does not necessarily lead to increased acceptance of science or reduced concerns about dangers. On the other hand, there is a theory that suggests that as the degree of benefit associated with exposure increases, the level of risk acceptance also increases. This may explain why individuals are more accepting of exposure through voluntary means, such as medical interventions, which are typically related with important benefits. This paper presents research conducted in Saskatchewan using mixed methods of research (Binary logistic regressions and Focus Groups) to evaluate the impact of analogies versus protocols and rules about hospitals and nuclear power plants through infographics presented through videos. Both were effective in a different way.