Teaching nanotechnology in primary education. Issue 4 (1st October 2020)

• Record Type: Journal Article
• Authors: Mandrikas, Achilleas; Michailidi, Emily; Stavrou, Dimitris
• Is Part Of: Research in science & technological education. Volume 38:Issue 4(2020)
• Page Start: 377
• Page End: 395
• Publication Date: 2020-10-01
• Subjects: Elementary science -- science education research -- hands-on learning -- inquiry-based learning -- nanotechnology education; Science -- Study and teaching -- Periodicals; Science -- Study and teaching -- Research -- Periodicals; Enseignement technique -- Périodiques; Sciences -- Étude et enseignement -- Périodiques; 507
• DOI: 10.1080/02635143.2019.1631783
• Languages: English
• ISSNs: 0263-5143

Abstract

ABSTRACT: Background : Nanoscience and Nanotechnology (NST) have been recognized as an emerging technology of the 21st century. The interdisciplinary nature and remarkable applications of NST have prompted science education researchers to recognize its potential in science teaching. NST have also been acknowledged as a vital field in technology in order to understand the socio-scientific issues of innovations as described by the EU framework of Responsible Research & Innovation (RRI). Purpose : The current paper focuses on the design and implementation of a teaching learning sequence (TLS) for 6th Grade primary students. Our aim is to investigate how primary students approach basic concepts of NST and to what extent they can reflect on RRI issues. Program description : The described TLS is focused on size and scale and on the change of properties at the nanoscale based on hydrophobic and hydrophilic materials, while RRI issues are discussed through newspaper articles and students' interaction with nanoscientists. Sample : 45 6th Grade primary students from Greece took part in the study during the academic school year 2014–15. Design and methods : The teacher who taught the TLS also assisted in creating its design through collaborating with experts from the field of NST, science education and science communication. Data was collected through students' worksheets and interviews with students. For the data analysis, qualitative methods of content analysis were used. Results : The results showed that primary students can successfully understand NST key concepts like 'size and scale' and 'size-dependent properties'. Regarding the dimensions of RRI, NST appear to be a useful context for enhancing students' discussions more about Ethics, Engagement and Science Education and less about issues related to Gender Equality, Open Access and Governance. Conclusions : This study demonstrates that teaching NST is worthwhile even in primary education. Moreover, NST provide an appropriate context for the introduction of RRI in science education.