Educational toolkit based on design methodologies to promote scientific knowledge transfer in secondary schools: A graphene-centered case study

Abstract

Nanoscience and nanotechnology are two key areas in the development of new technologies. However, scientific advances in these fields are still far removed from the contents taught in schools. But what if basic concepts within these areas were introduced in secondary schools? We believe science is an essential facet of culture and the most recent scientific advances should be within everyone’s reach. With this in mind, we have developed and tested an educational toolkit to transfer complex scientific concepts in classrooms. The toolkit is based on design and creative thinking methodologies, and graphene is used as an example of a subject that is challenging to communicate within the area of nanoscience. This paper highlights the development of the toolkit and it being tested out in a secondary school by 93 students between the ages of 11 and 13. The testing was carried out through the creation of a workshop called “Graphene in the Classroom.” We determined five evaluation categories: Acquiring Knowledge, Satisfaction, Challenges, Teamwork, and Facilitator’s Role. The results show that integrating scientific content and design methodologies is a complex yet profitable strategy. The toolkit demonstrated to allow the translation of a complex language into friendlier, more approachable, and easier language. The classroom climate was positive and the presence of a facilitator enhanced motivation, empathy, scientific rigor, and adequate adaptation of contents.

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

“…Among other reasons, in this final step publications were removed that were either off-topic, for example by focusing on affective learner characteristics and beliefs rather than conceptual understanding of NST aspects (cf. Chen et al, 2012;Guasch et al, 2020;Sahin & Ekli, 2013); or because they did not provide sufficient empirical evidence (cf. da Silva et al, 2016;Moraes, 2012).…”

Pensamiento científico en la educación secundaria: acercamiento al estado de la cuestión

“…En esta lógica conceptual, la OCDE, junto con redes de expertos en políticas educativas, han creado y difundido un imaginario social particular de un aprendiz globalmente competente (Gardinier, 2021). Este planteamiento ahonda en la comprensión de que la ciencia es una faceta esencial de la cultura y los avances científicos más recientes deben estar al alcance de todos (Guasch et al, 2020). Particularmente en un modelo que actualmente se centra en la educación STEM y STEAM.…”