The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the accompanying teaching pedagogy. Sixteen experienced chemistry teachers participated in a professional development course regarding video editing skills and the use of videos in chemistry teaching in Israel. Research tools consisted of (1) a pre-post questionnaire, (2) interviews with teachers, (3) an analysis of the videos they edited (which were part of the course assignment), and (4) follow-up interviews conducted ten months after the end of the course. It was found that teachers improved their skills and developed a unique TPACK that combines videos with chemistry teaching needs. Self-efficacy beliefs were found to be high for most of the teachers: they all trusted in their ability to integrate videos in their chemistry teaching but not all of them were confident in their video editing skills.

Nanoscale science and technology (NST) is an important new field in modern science. In the current study, we seek to answer the question: 'What are the essential concepts of NST that should be taught in high school'? A 3-round Delphi study methodology was applied based on 2 communities of experts in nanotechnology research and science education. Eight essential concepts in NST were identified. Each concept is accompanied by its explanation, definition, importance and includes subcategories that compose it. Three concepts emerged in the Delphi study, which were not identified before: functionality, classification of nanomaterials, and the making of nanotechnology. Differences between the concepts suggested by the 2 communities of experts were found. The results of this study serve as a tool to examine different nanotechnology programs that were reported thus far and to make recommendations for designing a NST program for high school students that includes the essential concepts.

A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surfacearea-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based learning, and storytelling and narratives) was implemented to support students' understanding. Students' interviews and the content of students' final projects were used and analyzed to learn how using a variety of teaching methods influenced students' understanding of basic concepts in nanotechnology. In addition, the study examined which methods enhance students' understanding and which do not, according to students' perceptions. Students felt that most of the teaching methods facilitated their learning, with the exception of two activities: the Hungarian cube, and nano effect simulation; these two activities were very abstract and confused the students. Finally, we formulated recommendations regarding methods for teaching nanotechnology in the future.

The high-school chemistry curriculum is loaded with many important chemical concepts that are taught at the high-school level and it is therefore very difficult to add modern contents to the existing curriculum. However, many studies have underscored the importance of integrating modern chemistry contents such as nanotechnology into a high-school curriculum. When students are exposed to nanotechnology, they perceive chemistry as more relevant to their life, and more modern than the chemistry they usually study at school, and consequently, their continuous motivation to study chemistry and related subjects increases. In the current study we identified topics in the high-school chemistry curriculum in Israel into which the essential nano-scale science and technology (NST) concepts can be integrated. Insertion points for all 8 NST essential concepts were found. We discuss the importance of ways in which chemistry educators can implement the results for updating the chemistry curriculum, thus making it more modern and relevant to the actual chemistry research that is conducted.

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