Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science, the Nature of Scientists and the Nature of Scientific Inquiry

Tirre, Frederike; Kampschulte, Lorenz; Thoma, Gun-Brit; Höffler, Tim N.; Parchmann, Ilka

doi:10.1080/02635143.2018.1551201

Cited by 3 publications

(1 citation statement)

References 45 publications

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“…For example, the articles concerning the frameworks FS2C for characterizing size and scale cognition by (Magana et al, 2012) as well as the size and scale framework SSF by (Kong et al, 2017) were excluded since they focus on undergraduate education (E2). On a more complex note, for example, an article by (Tirre et al, 2018) addressed exclusively nature of science aspects of NST education, which are beyond the scope of our review and thus did not explore learning difficulties or students' conceptual understanding-it was therefore removed because inclusion criterion I1 was not met.…”

Section: Study Selection and Screening Processmentioning

confidence: 99%

Nanoscience and -technology in secondary education: A systematic literature review

Schmid,

Veith,

Truong

et al. 2023

EURASIA J Math Sci Tech Ed

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This article provides a review of empirical research into nanoscience and -technology (NST) education at the secondary school level with regards to (a) teaching strategies or laboratory experiments implemented and evaluated for their impact on student learning about nanotechnology aspects, (b) concept inventories and methods used to assess students’ conceptual understanding, as well as (c) students’ conceptions and learning difficulties. A database search was used to identify corresponding studies published over the last decade (2012-2021) of which eleven were included in the synthesis for further analyses after screening for eligibility. The analysis revealed that learning difficulties regarding NST topics such as the differentiation between size and scale, the surface area to volume ratio or size dependent properties are widely prevalent among learners according to the current state of the literature. While our analysis identified emerging perspectives for future research with regards to the development of psychometrically characterized concept inventories in particular and empirical investigations into students’ learning progressions on nanoscience concepts in more general, a huge effort has already been put into the development of teaching concepts or laboratory experiments suitable for secondary school classrooms.

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Section: Study Selection and Screening Processmentioning

confidence: 99%

Nanoscience and -technology in secondary education: A systematic literature review

Schmid,

Veith,

Truong

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

The RRI map: making sense of responsible research and innovation in science education

Bardone

Burget

Pedaste

2023

Journal of Responsible Innovation

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Education's Role in Integrating Nanotechnology in the Curriculum for the Future

Al Husseiny,

Saab

2024

Advances in Systems Analysis, Software Engineering, and High Performance Computing

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In an era of rapid technological evolution, education and innovation form an inseparable nexus, particularly in fields such as artificial intelligence (AI) and nanotechnology. This chapter examines how education imparts knowledge and skills and cultivates creativity and critical thinking, which are essential for transformative advancements. AI and nanotechnology, poised to reshape industries, are deeply influenced by educational foundations. Formal education equips individuals with both fundamental principles and specialized expertise. Beyond imparting knowledge, education fosters an environment that encourages innovative thinking, interdisciplinary collaboration, and ethical understanding. Education emerges as the compass guiding responsible progress as these technologies navigate uncharted ethical and societal landscapes.

show abstract

Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science, the Nature of Scientists and the Nature of Scientific Inquiry

Cited by 3 publications

References 45 publications

Nanoscience and -technology in secondary education: A systematic literature review

Nanoscience and -technology in secondary education: A systematic literature review

The RRI map: making sense of responsible research and innovation in science education

Education's Role in Integrating Nanotechnology in the Curriculum for the Future

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