The Contribution of the Health Crisis to Young Children’s Nano-literacy through STEAM Education

Abstract

Nano-Science and nano-Technology (NST) is a new interdisciplinary field that promises to provide solutions to timeless global challenges. Given that NST deals with elements that cannot be observed with the naked eye, their understanding by young children undoubtedly requires appropriate teaching methods. These distinct aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This article aims to emphasize the feasibility of empirical research of how digital technologies support NST teaching to young children in the wake of the sudden pandemic outbreak based on a comprehensive literature review. With the virus as the central entity of nanoscale, following the current demands of the unprecedented health crisis, and developing appropriate educational applications in digital games, young children can be introduced to the fundamental concepts of NST. NST is an interdisciplinary field that can enhance children's perceptions of the interconnectedness of nature with different fields of knowledge, such as Science, Technology, Engineering, Art, and Mathematics (STEAM).

Exploring the Nanoworld: Middle School Students Use TRIZ–STEM in Nanotechnology Education

“…While there are practical solutions for adopting nanotechnology directly or indirectly through STEM, they are extremely limited. 35 Therefore, the results of this study are critical for further research on the fields of nanoscience and nanotechnology.…”

“…Our result is consistent with the literature. 80−82 For instance, Dorouka et al 35 emphasized that STEAM education can improve students' nanotechnology literacy. Improving nanotechnology literacy of STEAM educations can be stated as an important advantage.…”

“…Therefore, educators can use STEM to incorporate nanomaterials into curricula and help students understand them. 35 While there are practical solutions for adopting nanotechnology directly or indirectly through STEM, they are extremely limited. 35 Educators can also use TRIZ to apply nanotechnology activities and solve nanotechnology-related problems.…”

“…35 While there are practical solutions for adopting nanotechnology directly or indirectly through STEM, they are extremely limited. 35 Educators can also use TRIZ to apply nanotechnology activities and solve nanotechnology-related problems. For example, researchers have used TRIZ to develop nanotitanium.…”

“…Some researchers propose that integrating nanotechnology education into existing curricula, rather than creating new curricula solely focused on nanotechnology, would be more effective. − Furthermore, visualizing nanomaterials and incorporating them into lessons can present challenges. Therefore, educators can use STEM to incorporate nanomaterials into curricula and help students understand them . While there are practical solutions for adopting nanotechnology directly or indirectly through STEM, they are extremely limited .…”