NanoAventura: An Interactive Exhibition on Nanoscience and Nanotechnology as an Educational Tool

Murriello, Sandra; Contier, Djana; Knobel, M.

doi:10.1166/jne.2009.006

Cited by 7 publications

(7 citation statements)

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“…The findings revealed that the participants found the activities to be both interesting and enjoyable, and the participants understood the relationship between the nanoparticles sizes and the apparent colours of the nanoparticles. Murriello et al (2009) examined the findings from both an initial evaluation and a summative evaluation of a nanoscience and nanotechnology exhibition named ‘NanoAventura’. This exhibition was based on interactive games and videos that explain basic concepts of nanoscience and address several areas of nanotechnology.…”

Section: Introductionmentioning

confidence: 99%

A Survey on Nanotechnology in the View of the Turkish Public

Şenocak

2014

Science, Technology and Society

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There is considerable interest in public understanding of emerging technologies because public understanding can have an important effect on the implementation of these technologies. Although there are many studies that have focused on public understanding of nanotechnology, no studies on this topic have been conducted in the Turkish public. Therefore, this study was conducted to reveal the status of the Turkish public’s perception of nanotechnology. A survey, including several items that assessed Turkish public opinion about nanotechnology and identified participant demographics, was used to collect data. The sample comprised 513 participants. The results of the dataset indicate that the Turkish public is unfamiliar with nanotechnology. In fact, most of the sample had heard little or nothing about nanotechnology. However, the respondents displayed positive emotions toward nanotechnology. The results of this study provide initial insights into the Turkish public’s perception of nanotechnology.

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Section: Introductionmentioning

confidence: 99%

A Survey on Nanotechnology in the View of the Turkish Public

Şenocak

2014

Science, Technology and Society

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“…Various attempts have been made to integrate contemporary scientific content and methods into high-school science: (1) advanced laboratories invite classes of high-school students to use modern instrumentation [45]; (2) PanEuropean projects (e.g., NanoYou and NanOpinion), in which schools are invited to teach nanotechnology and where nano-ethical dimensions are emphasized; (3) scientists come to schools and lecture about their research; (4) science educators use the adapted research literature; (5) learning experiences are included in informal settings [17,18]; and (6) even students' exposure to the exhibition of scientific posters was reported [44]. Bringing high-school students to a scientific conference combines these approaches into one event.…”

Section: Discussionmentioning

confidence: 99%

“…The "NanoAventura" exhibition tried to deal with this challenge by using interactive computer games and videos. Murriello et al [18] examined the educational influence of the exhibition on students aged 8-14. In the first stage of development, they applied formative evaluation techniques on 109 students. Based on written questionnaires and interviews, they found some of the difficulties and challenges in communicating a scientific area that is still new to the target audience.…”

Section: Introductionmentioning

confidence: 99%

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

Blonder

Sakhnini

2015

Nanotechnology Reviews

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Nanotechnology has been recognized in the 21st century as a new and modern science field. It is therefore necessary to update school science by integrating nanotechnology-related concepts into curricula for students in order to prepare an educated workforce and a responsible generation that will make scientifically literate decisions. The current study examines a unique way to address the teaching of the concept "the making of nanotechnology," one of eight essential concepts of nanotechnology that should be taught in high school and at the undergraduate level, which were identified by a recent study. The concepts' definition and explanation are presented. The main goal of the study is to learn how students' participation in a one-day nanotechnology conference "NanoIsrael 2014" 1 influences their perceptions regarding the concept "the making of nanotechnology". We compared students who had previous knowledge of nanotechnology and those who lacked it. The results of the study showed that the students' participation in the conference influenced their emotional perspectives, their knowledge concerning nanotechnology, as well as their curiosity and interest in science. The conference also influenced the students' motivation and future plans. Differences between the two groups were found mainly regarding their understanding of the basic concepts of nanotechnology.

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“…The trained NPSEPT teachers designed the camp activities and the NPSEPT test according to the categories of nanotechnology education suggested by Huang, Hsu, and Chen (2011). Murriello, Contier, and Knobel (2009) reported findings regarding both a front-end and a summative evaluation of a nanoscience and nanotechnology exhibition for children and teenagers aged 8-14 years. Evaluations, based on written questionnaires and interviews, were useful during the development of the exhibition and showed some of the difficulties and challenges in communicating information in a scientific area that is still new to the target audience.…”

Section: Methodsmentioning

confidence: 99%

The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City

Lin

Cho

et al. 2015

Research in Science & Technological Education

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Background: Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren. Purpose: The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan. Program description: To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education. Sample: The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity. Design and methods: A research tool called the 'NPSEPT test' was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: 'Nanophenomena in the natural world'; 'Nanomaterials and their scaling effects'; and 'Definition, characteristics, and applications of nanotechnology.' The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison. Results: The results of the three-part 'NPSEPT test' revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts. Conclusions: Significant effectiveness of the NPSEPT program and nanotechnology learning outcomes of the elementary school students were observed. The NPSEPT program should therefore be considered an appropriate program to promote popular science with a focus on nanotechnology in elementary schools. IntroductionA nanometer is a unit of length equal to 10 −9 m. The physical and chemical properties of substances minimized to nanoscale cannot be explained using traditional theories. Nanotechnology, a technology based on the manipulation of matter on an atomic, molecular or supramolecular scale, is currently one of the most widelydiscussed topics in science and technology development, and is being promoted as a key industry in the economy of the twenty-first century. Nanotechnology products are faster, more compact, practical and energy efficient than the traditional products, and should be able to reduce carbon emissions. Nanotechnology will not only change the industria...

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NanoAventura: An Interactive Exhibition on Nanoscience and Nanotechnology as an Educational Tool

Cited by 7 publications

References 0 publications

A Survey on Nanotechnology in the View of the Turkish Public

A Survey on Nanotechnology in the View of the Turkish Public

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

The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City

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