Students’ Perception of Risk About Nanotechnology After an SAQ Teaching Strategy

Simonneaux, Laurence; Panissal, Nathalie; Brossais, Emmanuelle

doi:10.1080/09500693.2011.635164

Cited by 35 publications

(17 citation statements)

References 30 publications

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“…Debattlektionen inleddes i båda cyklerna med att eleverna redovisade hur de skulle för-dela 100 procent av en forskningsbudget om NVT på olika temaområden (Nye, Greenberg och Jones, 2013) och sen hade en diskussion kring den övergripande frågan Är nanoteknologi önskvärt och kommer det att förbättra för mänskligheten? (Simonneaux et al 2013). …”

Section: Resultat Och Analysunclassified

“…Startprincip 3: Eleverna behöver erbjudas tillfälle till samtal vilket leder till sonderande samtal för konsensus (Mercer, 2000), och /eller debatter där ställningstagande och argumentation utvecklas (Simonneaux et al, 2013). Detta är centralt för att eleverna ska få träna på ett motiverat ställnings-tagande.…”

Section: Figur 1: Forskningsdesignunclassified

“…I likhet med många andra forskare menar vi att skolans undervisning bör förse elever med förståelse för kunskapsområdet såväl som tillhörande sociala och etiska frågor angående både risker och fördelar (t.ex. Albe, 2007;Hingant & Albe, 2010;Laherto, 2010Laherto, , 2011Murcia, 2013;Simonneaux, Panissal & Brossais, 2013;Roco, 2003).…”

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Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Enghag

Schenk

2016

NorDiNa

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Margareta Enghag är universitetslektor vid Institutionen för Matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet. Hennes forskningsintresse avser undervisning och lärande av fysik i skola och högskola. Fokus i forskningen avser hur undervisningens organisation ger elever/studenter möjlighet att interagera och samtala om fysikrelaterat innehåll som ligger nära fysikens ämnesdiskurs men även berör samhällsfrågor (sociovetenskapliga dilemman).Linda Schenk är docent i toxikologisk riskhantering vid Institutionen för filosofi och historia vid Kungliga Tekniska högskolan. Hennes forskning handlar om beslutsfattande om risker och vilka kunskapsunderlag som åberopas på samhälls-, organisations-och individnivå. Huvudintresset har varit risker med farliga ämnen i arbetsmiljön men ett är växande intresse är hur ungdomar och unga vuxna resonerar kring risk och osäkerhet. MARGARETA ENGHAG Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser -en designstudie AbstractNanoscience and nanotechnology (NST) is a rapidly developing knowledge area, which need incorporating in the school science curricula. The many uncertainties of risks and benefits with NST also open up for using NST as a socio-scientific issue (SSI). We present the two first iterations of a teaching sequence aimed for upper secondary school physics. The sequence contains content knowledge on NST and risk assessment and employs traditional classroom teaching, and a debate about NST as a SSI. The aims are to explore 1) students assessments of risks and benefits with NST, and 2) what design principles for teaching nanoscience and risk assessment that emerge as significant. We found that the risk assessment exercise stimulated student argumentation and discussion during the SSI debate. The teachers preferred to focus on the SSI activity, but found it challenging to fit NST content knowledge into the traditional teaching approach. Design principles found are discussed.

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Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Enghag

Schenk

2016

NorDiNa

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“…The notion of risk and risk assessment is dealt with in a variety of ways in science education (Cerulli, Holbrook, & Mander, 2016;Christensen, 2009;Hansen & Hammann, 2017;Kolstø, 2006;Levinson, Kent, Pratt, Kapadia, & Yougi, 2011;Simonneaux, Panissal, & Brossais, 2013). Risk is often, but not always, included in discussions of and suggestions for curricula aiming at scientific literacy.…”

Section: Introductionmentioning

confidence: 99%

Teaching and discussing about risk: seven elements of potential significance for science education

Schenk

Hamza

Enghag

et al. 2019

International Journal of Science Education

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The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decisionmaking on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues. ARTICLE HISTORY

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“…Moreover, students' risk perceptions are important for their participation in future social dialogue concerning NST and society. Simonneaux et al (2013) observed in students' argumentation of risks about nanotechnology two contrasting tendencies: a) a positivist view that involved an individualistic use of nanotechnology and science and b) a critical and humanistic vision of the use of nanotechnology and science.…”

Section: Introductionmentioning

confidence: 99%

Teaching high-school students nanoscience and nanotechnology

Stavrou

Michailidi

Sgouros

et al. 2015

LUMAT

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Science education research has recognized the potential of NanoScience and nanoTechnology (NST) due to its contribution to scientific literacy of future generations. Scholars have identified nine "Big Ideas" as important enough to teach in order to understand NST issues. Based on these "Big Ideas" a teaching learning sequence for lower secondary students has been developed focused on: Size and Scale, Tools and Instrumentation, Size-Dependent Properties and Science-Technology-Society. The teaching sequence was implemented in a class of 15 students of a lower secondary school (8 th grade; aged 14-15). Seven meetings took place; each one lasting about ninety minutes. The course was structured as follows: 1. Introduction. 2. How small is a nanometer? 3. How can we "see" the nanoworld? 4. Size-dependent properties: Change of the surface area to volume ratio. 5. Explaining the behavior of different textiles (ranged from hydrophilic to hydrophobic) when absorbing water drops. 6. Explaining color changes in gold nanoparticles. 7. Risk assessment of nanotechnology. Data have been collected by questionnaires, interviews, students' worksheets and field notes. The results seem to be encouraging for the teaching of NST issues even in lower levels of education.

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Students’ Perception of Risk About Nanotechnology After an SAQ Teaching Strategy

Cited by 35 publications

References 30 publications

Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie

Teaching and discussing about risk: seven elements of potential significance for science education

Teaching high-school students nanoscience and nanotechnology

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