Teaching high-school students nanoscience and nanotechnology

Stavrou, Dimitris; Michailidi, Emily; Sgouros, Giannis; Dimitriadi, Kyriaki

doi:10.31129/lumat.v3i4.1019

Cited by 11 publications

(5 citation statements)

References 16 publications

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“…This study intended to investigate the extent to which secondary students are able to approach NST topics through their interaction with a TLS on superhydrophobicity. The introduction of the lotus effect in science education has been attempted by other researchers with upper and lower secondary students [41][42][43][44]. As far as the TLS itself is concerned, taking into consideration the axes of specification and development as criteria of the usability of curriculum materials, even if the TLS on NST topics was both highly specified, the included alternatives that it provided to the teachers rendered it flexibly adaptive to many contexts without requiring significant changes [23].…”

Section: Discussionmentioning

confidence: 99%

Teaching learning sequence for the introduction of superhydrophobicity in secondary education

Pelekas,

Hatzikraniotis

2023

Proceedings of 11th International Conference of the Balkan Physical Union — PoS(BPU11)

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Many biological surfaces are known for their micro-and nanoscale structures, which combined with their hierarchical properties lead to superhydrophobic surfaces. The lotus leaf is the most studied leaf surface that exhibits superhydrophobicity. The knowledge gained by examining its leaf properties helps scientists design superhydrophobic surfaces that benefit humanity on a daily basis. Therefore, there is a necessity to update school science curricula by integrating nanotechnology-related concepts that are both relevant and meaningful to students. This work suggests a proposal for the introduction of superhydrophobicity in secondary education through the development of a teaching learning sequence. Through the MER methodology, the scientific content is analyzed and transformed into a content structure for instruction, defining the learning objectives of each unit through the 5E Instructional Model and considering the difficulties and misconceptions that students may have. The implementation of the educational reconstruction will be presented considering all the parameters involved in the learning process.

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Section: Discussionmentioning

confidence: 99%

Teaching learning sequence for the introduction of superhydrophobicity in secondary education

Pelekas,

Hatzikraniotis

2023

Proceedings of 11th International Conference of the Balkan Physical Union — PoS(BPU11)

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“…Για την εισαγωγή ενός αντικειμένου σε ένα πρόγραμμα σπουδών κάποιες θεμελειώδεις πτυχές του, όπως η διδακτική αξία, οι βασικές έννοιες του επιστημονικού περιεχομένου, οι ιδέες μαθητών/φοιτητών γύρω από τις έννοιες αυτές και η εξέλιξή τους πρέπει να αποσαφηνιστούν (Duit et al, 2012). Όσον αφορά στην ΝΕΤ υπάρχουν παραδείγματα εμπειρικών ερευνών για την εισαγωγή της στην πρωτοβάθμια (Peikos et al, 2022) και στην δευτεροβάθμια (Stavrou et al, 2015) εκπαίδευση. Παρόλα αυτά στην περίπτωση της τριτοβάθμιας εκπαίδευσης λιγότερες ανάλογες έρευνες μπορούν να εντοπιστούν (Muniz & Oliver Hoyo, 2014).…”

Section: εισαγωγήunclassified

Εξέλιξη Ιδεών Φοιτητών Για Τις Εξαρτώμενες Από Το Μέγεθος Οπτικές Ιδιότητες Των Νανοσωματιδίων

Μεταξάς,

Μιχαηλίδη,

Παυλίδης

et al. 2023

codiste

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Η Νανοτεχνολογία είναι καινοτόμο επιστημονικό πεδίο με ευρέως κατεγεγραμένη διδακτική αξία σε όλες τις βαθμίδες της εκπαίδευσης. Αυτή η εργασία, βασισμένη στις αρχές του Μοντέλου της Διδακτικής Αναδόμησης, αφορά στην εφαρμογή ενός διδακτικού πειράματος σχετικά με τις εξαρτώμενες από το μέγεθος οπτικές ιδιότητες των υλικών στη νανοκλίμακα. Σκοπός της εφαρμογής ήταν η αποτύπωση της εξέλιξης των ιδεών φοιτητών/τριών τμημάτων χημείας, φυσικής και βιολογίας κατά την εφαρμογή ενός διδακτικού πειράματος για τις οπτικές ιδιότητες των νανοσωματιδίων. Η ανάλυση των αποτελεσμάτων φανέρωσε μία εξέλιξη ιδεών σε δύο στάδια. Το πρώτο ήταν η μετάβαση από ανεξαρτησία μεγέθους των οπτικών ιδιοτήτων σε μερική εξάρτηση. Το δεύτερο ήταν η μετάβαση της μερικής εξάρτησης σε πλήρη εξάρτηση συγκεκριμένα στην νανοκλίμακα.

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“…The learning design developed starts with the student's closest context then investigates the context to strengthen the studied content. Another study has successfully created an inquiry-based learning stage design on nanoscience and nanotechnology (Stavrou et al, 2018). The design of the learning stages has been disseminated to teachers and the professional learning community.…”

Section: Literature Review Teaching Learning Sequencesmentioning

confidence: 99%

Design of a Teaching-Learning Sequence and Its Effect on Self-Efficacy and Perceptions of Prospective Chemistry Teacher Students: An Educational Reconstruction Study of Fire-Retardant Bamboo

Mudzakir¹,

Hernani²,

Afifah³

et al. 2022

APJEE

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This research was conducted to reconstruct the sustainability-oriented learning stages’ design on fire-retardant bamboo and its effect on self-efficacy and perceptions of prospective chemistry teacher students. This study uses mix method with Exploratory Sequential Design, which is guided by the Model of Educational Reconstruction (MER) with the following stages: (1) content structure analysis, (2) research on students’ pre-conceptions, and (3) learning design development. The instruments used were text analysis sheets, interview guidelines, validation sheets for the design of the learning stages, and questionnaires on student self-efficacy and perceptions. The topic used to develop the learning stages is the concept of ionic liquids as fire-retardant agents. The research data are scientific conceptions related to learning issues and chemical ideas. In addition, students’ pre-conceptions regarding learning topics were obtained, followed by results validating the design of learning stages as well as the ability of students’ perceptions and selfefficacy. The scientist’s conception was analysed using the content qualitative analysis method, resulting in a concept map. The result of students’ pre-conception on fire-retardant bamboo interview showed that the topic was new to the students. The percentage of students’ self-efficacy abilities increased to 88.9%, which is in the excellent category. The students’ perceptual abilities rate increased to 92.8%, which is in the agreed category. Thus, the design of sustainabilityoriented learning stages on fire-retardant bamboo can increase the self-efficacy and perceptions of prospective chemistry teacher students. The design of the learning stages can help prospective teacher students integrate chemical concepts with technological engineering in learning. Using sustainable materials in the learning stages can foster sustainability literacy in students and support the creation of sustainability-oriented education in the higher education environment

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Teaching high-school students nanoscience and nanotechnology

Cited by 11 publications

References 16 publications

Teaching learning sequence for the introduction of superhydrophobicity in secondary education

Teaching learning sequence for the introduction of superhydrophobicity in secondary education

Εξέλιξη Ιδεών Φοιτητών Για Τις Εξαρτώμενες Από Το Μέγεθος Οπτικές Ιδιότητες Των Νανοσωματιδίων

Design of a Teaching-Learning Sequence and Its Effect on Self-Efficacy and Perceptions of Prospective Chemistry Teacher Students: An Educational Reconstruction Study of Fire-Retardant Bamboo

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