Essential Concepts of Nanoscale Science and Technology for High School Students Based on a Delphi Study by the Expert Community

Abstract

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.

Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions

“…This knowledge, together with knowledge of students' preconceptions and difficulties, can provide a basis for the design of a curriculum (McDermott, 2001). Based on the Model of Educational Reconstruction, Laherto (2010) investigated the educational relevance of nanoscience in secondary education, and Sakhnini and Blonder (2015) used a Delphi study among teachers and experts in nanotechnology to explore key topics in nanoscience for secondary schools.…”

Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

“…The themes in the printed media included (1) the lotus effect and its application, (2) the biological compass and its application, (3) targeted therapy, (4) nano-photocatalysts, (5) the definition of nanotechnology, (6) specific properties of nano-scale materials, (7) introduction of measurement tools in the nano-world, and (8) the possible risks of nanotechnology. These themes include essential concepts of nano-scale science and technology which have been identified by the expert community (Sakhnini & Blonder, 2015;Stevens, Sutherland, & Krajcik, 2009). For example, innovation and application of nanotechnology (e.g.…”

The making of nanotechnology: exposing high-school students to behind-the-scenes of nanotechnology by inviting them to a nanotechnology conference

“…Several science education studies were conducted to identify the essential concepts of nanotechnology that should be integrated into the school science curricula and at the undergraduate level [28][29][30]. In a recent study, nine essential concepts of nanoscale science and technology that should be taught in high school were identified by a three-round Delphi study [31]. The Delphi methodology is used for consensus building and is well suited as a research instrument when knowledge about a problem or a phenomenon is incomplete [32,33].…”

“…Two expert groups participated in the study: nanotechnology researchers and teachers (each group included 21 experts). Eight essential concepts of nanoscale science and technology, their definitions, and importance emerged from the Delphi study: (1) size-dependent properties, (2) innovation and application of nanotechnology, (3) size and scale, (4) characterization methods, (5) functionality, (6) classification of nanomaterials, (7) fabrication approaches for nanomaterials, and (8) the making of nanotechnology [31].…”

“…It consists of three subconcepts. The participants in the Delphi study, in which the concept "the making of nanotechnology" was raised, explained the meaning and importance of the concept [31]. 4 For example, the participants wrote: -"It is important to stress to the students that doing research in nanotechnology requires knowledge in a wide range of fields, from physics and chemistry to biology.…”