Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Chua, Kah Heng; Karpudewan, Mageswary

doi:10.29333/ejmste/110781

Cited by 3 publications

(1 citation statement)

References 47 publications

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“…Curreli et al (2020) study found that Omni Nano Model online textbooks and physical implementation helped students to learn nanotechnology in advance. Meanwhile, in Shipley and Lopez-Silva ( 2008) and Chua and Kapurdewan (2020) studies that implemented hands-on activities to introduce nanotechnology revealed that students who were exposed to these interventions were able to answer correctly and able to explain the concept of acid and bases and the structure of atoms when given an intervention related to nanoscience when given test or during interviews. Meanwhile, Khamhaengpol et al (2021) study revealed that while nanotechnology hands-on activities demonstrated students' high mean scores for basic science process skills but recorded the low average mean score for students' skills in the engineering design process.…”

Section: Students' Perspectivesmentioning

confidence: 99%

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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Section: Students' Perspectivesmentioning

confidence: 99%

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

Lajium²

2022

MJSSH

View full text Add to dashboard Cite

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Integrating organic chemical-based socio-scientific issues comics into chemistry classroom: expanding chemists’ toolbox

Cha

Kim

Kan

et al. 2021

Green Chemistry Letters and Reviews

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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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Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Cited by 3 publications

References 47 publications

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

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

Integrating organic chemical-based socio-scientific issues comics into chemistry classroom: expanding chemists’ toolbox

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

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