Middle-and High-School Students’ Interest in Nanoscale Science and Engineering Topics and Phenomena

Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program

“…At the time of writing this study, from the literature review, it can be concluded that we cannot find many studies that examine teachers' or students' views about the educational significance of NST. Much of the efforts refer to measuring teachers' or students' knowledge gains before and after the training courses [35,36], the difficulties that teachers face when they intend to teach NST to their students [27], finding the NST topics that students find interesting [37], and the identification of the insertion points of the essential NST concepts into the science curriculum [38] etc. At the time of writing this study, from the literature review, it can be concluded that we cannot find many studies that examine teachers' or students' views about the educational significance of NST.…”

The Knowledge and Awareness Levels of Gifted Children on Nanotechnology

“…The primary barrier is the representation of nanometer length scale and conceptualization. Researches show that students, even at the post-graduate and doctorate level in the area of chemistry have difficulty in visualizing and understanding objects and processes on the nanoscale (Hutchinson, Bodner & Bryan, 2011). Another difficulty is that nanotechnological concepts and processes cannot be easily understood until students are introduced to concepts of atoms, molecules, and chemical interactions.…”

Special issue on Pre-college nanoscale science, engineering, and technology learning

“…Based on research that shows that motivation and interest have a substantial influence on learning (e.g., [15][16][17]), some researchers argue that NSET is a contemporary and intriguing context for fostering students' interest in and motivation to learn science and technology in general (e.g., [18][19][20][21]). This argument is supported by a study of secondary students' interest in NSET topics and phenomena in which 416 students in grades 7-12 were introduced to several nanoscale topics and phenomena through four manipulative activities and a series of nanoscale driving questions [20]. Findings indicated that students held the greatest interest in NSET topics that related to the "real world" and their daily lives as well as those that they perceived as novel.…”