Perspectives of physics and science teacher candidates on radiation and nuclear energy

Using a mixed-methods design, this study investigated pre-service physics and science teachers’ cognitive structures and attitudes toward radiation and nuclear energy. Employing an embedded model, qualitative data (word association test and open-ended responses) were used to support the primary quantitative data collected via the Attitude Scale Toward Nuclear Energy and Its Environmental Impacts. The sample consisted of 78 pre-service physics and science teachers from an education faculty in Turkey, selected using maximum variation sampling. Findings revealed that pre-service teachers’ mental representations were primarily shaped by superficial associations and societal imagery rather than scientific understanding. Words like “ray,” “atom,” and “power plant” dominated, while technical terms such as “ionizing” or “half-life” were rarely mentioned. Open-ended responses showed a prevalence of incomplete or incorrect definitions, especially regarding nuclear energy. Quantitatively, attitudes toward nuclear energy were generally moderate, with higher Knowledge dimension scores and lowest Importance. No statistically significant differences were found across gender or academic year.