Didactic Proposal to include Nanoscience and Nanotechnology at high School curriculum linking Physics, Chemistry and Biology

Quirola, Nayareth; Marquez, Valentina; Tecpan, Silvia; Baltazar, Samuel E.

doi:10.1088/1742-6596/1043/1/012050

Cited by 10 publications

(9 citation statements)

References 14 publications

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“…It may be appropriate to derive from the list different versions that use the language of specific disciplines such as physics, chemistry, or earth sciences. This may support us in finding more and deeper connections between NST and a specific discipline [17].…”

Section: Discussionsupporting

confidence: 73%

Scientists suggest insertion of nanoscience and technology into middle school physics

Yonai

Blonder

2020

Phys. Rev. Phys. Educ. Res.

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The goal of this research is to provide a rich set of connections between two fields: (i) Nanoscale science and technology (NST) and (ii) topics from a common middle school physics curriculum. NST is emerging as one of the most promising new fields of the 21st century, which is one of the many arguments for including NST topics in secondary science education. A specially designed guided discourse with NST scientists was used to produce a map of connections between the two fields. During the discourse, the scientists were presented with two sets of concepts using a visual board and were asked to find connections between them. All suggested connections and the corresponding context offered by the scientists were arranged and presented as a rich set of connections. For example, (i) the NST concept of characterization methods is connected to mechanical forces and can be explained using the example of an atomic force microscope; (ii) the NST concept of size-dependent properties was connected to 7th grade inquiry skills by explaining the size dependence of accuracy, errors, and defects. This set of connections was validated by an experienced middle school science teacher in an open discussion regarding teachers adopting and implementing the resulting insertion points for the curriculum. This resulting set of connections can be used to enrich the curriculum within the NST field. It also provides a perspective on scientists' views regarding insertion of contemporary NST topics into physics middle school education.

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Section: Discussionsupporting

confidence: 73%

Scientists suggest insertion of nanoscience and technology into middle school physics

Yonai

Blonder

2020

Phys. Rev. Phys. Educ. Res.

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“…Hutchinson et al (2009) study that aim to investigate students' interest in a variety of nanotechnology phenomena found that through interviews and surveys, students were most interested in activities related to size and scale. Additionally, other studies employed this big idea along with applications of nanotechnology like Quirola et al (2018), Sakhnini and Blonder (2018), science discipline subjects, into the existing curricula for Chemistry, Biology, and Physics as these scholars intend to maintain the nature of nanotechnology as interdisciplinary units. The process of reaching consensus was participated by expert teachers in all three science subjects during nanotechnology courses and through the designing of didactic proposals to produce a teachers' handbook.…”

Section: Nanoscience Concepts For Secondary Schoolsmentioning

confidence: 99%

“…As for applications of nanotechnology, there were seven studies (Bowles, 2004;Hutchinson et al, 2011;Moyses et al, 2010;Quirola et al, 2018;Sakhnini & Blonder, 2016 that included applications of nanotechnology in their classroom instruction intervention, or meta-analysis. Although Sakhnini and Blonder (2016) and Moyses et al (2010) introduced applications of nanotechnology and its impact on society only in their classroom intervention, these articles seem to have a consensus that this big idea can bridge the gap between the novelty of learning contemporary science to students and teachers and real life outside the classroom and be able to shift students' interest towards learning nanoscience concept as well as increasing students' awareness on how the world works and the ethics on implementing nanotechnology in daily life.…”

Section: Nanoscience Concepts For Secondary Schoolsmentioning

confidence: 99%

“…In the MER, teachers' perspectives were just as equally significant as students' perspectives however, the researcher only managed to find two articles that address teachers' perspectives in the articles exploring clarification of science content. The first article is by Quirola et al (2018) which introduced the didactic proposal to introduce nanoscience and nanotechnology into the high school curriculum in Physics, Chemistry, and Biology. In this article, they collected teachers' responses during the designation of the didactic proposal and discovered that most teachers involved in this project lack knowledge of nanoscience and nanotechnology as most of them were trained before nanotechnology was included in the science teachers' educational programs.…”

Section: Teachers' Perspectivesmentioning

confidence: 99%

“…Of the 30 studies included, only six listed at least one limitation in the discussion section of the articles. The most common limitation is sample teachers' lacking nanotechnology knowledge or teachers' domain expertise was not inclusive of all three science disciplines as demonstrated by Quirola et al (2018) and Sakhnini & Blonder (2018).…”

Section: Study Limitationsmentioning

confidence: 99%

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A Scoping Review: Scoping Review: Appropriate Big Ideas of Nanoscience and Nanotechnology to Teach in Chemistry for Secondary School

Lajium²

2022

MJSSH

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In the last decade, the nanotechnology sector is rising to take over the manufacturing of consumer products including pharmaceuticals. Due to the rapid advancement of nanotechnology, Malaysia has also taken the lead by introducing nanotechnology to Form Five students in 2021 following the revision of curricula in 2017. While research on which big ideas in nanotechnology to teach is still lacking around the world, the goal of this scoping review was to identify appropriate big ideas of nanotechnology to include in the secondary school curriculum, as well as students' and teachers' perspectives on teaching and learning nanotechnology using the Model of Educational Reconstruction (MER). The scoping review was conducted by adopting a framework with five stages which are (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results. From the 30 pertinent articles included in this paper, it was found that big ideas that were used in many of the included articles are size and scale, self-assembly, size-dependent properties, volume-to-surface area concept, and applications of nanotechnology. Students were most likely to perform well when they are given tasks after learning nanotechnology with one or two of the big ideas of nanotechnology. Students gave positive feedback when they learned this unit with hands-on activities, using models, and when they attend nanotechnology conferences, whereas teachers wanted more courses on teaching nanotechnology to be provided because most science teachers were trained before nanotechnology was included in science teachers' educational program. Overall, experts feel that while deciding the big ideas of nanotechnology to teach, teachers' perspectives on the appropriateness of nanotechnology's insertion point into the current curriculum should be considered.

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Microbial Nanobiotechnology: The Melting Pot of Microbiology, Microbial Technology and Nanotechnology

Lateef

Darwesh

Matter

2021

Materials Horizons: From Nature to Nanomaterials

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Didactic Proposal to include Nanoscience and Nanotechnology at high School curriculum linking Physics, Chemistry and Biology

Cited by 10 publications

References 14 publications

Scientists suggest insertion of nanoscience and technology into middle school physics

Scientists suggest insertion of nanoscience and technology into middle school physics

A Scoping Review: Scoping Review: Appropriate Big Ideas of Nanoscience and Nanotechnology to Teach in Chemistry for Secondary School

Microbial Nanobiotechnology: The Melting Pot of Microbiology, Microbial Technology and Nanotechnology

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