A lot of expectations rest on the interdisciplinarity of nanoscience, and it has even been proposed as the deciding factor in the progress of the field [1]. What opportunities and challenges does the interdisciplinary nature of nanoscience bring to science education at different levels? This chapter first analyzes the much-discussed interdisciplinarity of nanoscience today, and then discusses how and why those features should be addressed in education.

The importance of providing secondary education in nanoscience and nanotechnology has been recognized throughout the world. The rationale of this study was to lay the groundwork for systematically organized teacher training by finding out Finnish science teachers' views of the needs and resources for teaching nanoscience in secondary school. An online survey consisting of both closed and open-ended questions was conducted in late fall 2009. The invitation to answer the questionnaire was sent to members of the Finnish Mathematics and Science Teachers' Association. The respondents (n = 107) were mostly physics, chemistry and mathematics teachers. The results reveal that although the majority of respondents finds it important to address nanoscience in schools, the lack of schools' and teachers' own resources hinder incorporating these issues into science lessons. Our study discusses and analyzes the intrinsic and extrinsic barriers in regard to the teaching of nanoscience. The results highlight the need for organizing both pre-service and in-service teacher training, revising the curriculum, and developing teaching materials and out-ofschool learning environments related to nanoscience.

Atomic force microscopy has developed from an atomic level imaging technique to a large family of nanoscientific research setups called scanning probe microscopy. Following this trend, we also need to develop our education from instructions to use the instrument for imaging into an approach of deeper understanding of the science behind the technologies. In this article, we describe our new university level scanning probe microscopy laboratory unit to learn the main scientific principles and applications of the instruments. Three inquiries using toy models were designed to cover the core ideas of scanning probe microscopy. Learning outcomes were analyzed and categorized into levels from the research reports of nine students. We found that practically every student learned atomic force imaging basics: scanning and essential properties of the topography image. Onethird of the students showed good understanding in image artifacts and probe calibration, but just one of the students reached the level beyond the topography images to scanning force micro scopy and combined force and topography techniques in his report. Also, the connection between scanning probe techniques and human senses was considered an important objective in design of this laboratory unit, although with modest success in learning so far.

We examined Finnish lower secondary students’ mental models of magnetism through their drawings, written explanations and interviews. Secondary students in Finland (N=12) engaged in six lessons designed specifically to target three key concepts in understanding magnetism: structure and organization (magnetic domains), magnetic fields and magnetic interactions. We describe how, with a finite number of key concepts introduced, students reflected upon and revised their mental models of magnetism and magnetic interactions towards more sophisticated and normative scientific views. We found two new categories of students’ models: the pole model and pole/field model. The critical moments in evolving the models happened during the investigations regarding understanding magnetic fields and magnetic internal structure. This article gives an example for teachers and researchers of how to follow students’ development of mental models in science.

This chapter examines the challenges that educators face in teaching nanotechnology.A survey was conducted with nano science and engineering researchers and educators from precollege through graduate school to explore issues educators face in teaching about nanotechnology and nanoscale science. The challenges that were noted by survey respondents include a lack of textbooks and instructional materials as well as a lack of laboratory investigations and laboratory equipment. For precollege educators there is a perceived mismatch between the existing science curriculum and the essential concepts that comprise nanotechnology. There is also a need for more professional development to help teachers in precollege, community college and undergraduate levels have the knowledge and skills needed to teach this rapidly evolving area. This chapter highlights the new opportunities that nanotechnology offers for underrepresented minorities to engage in new interdisciplinary areas of science and engineering.