Abstract
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.
Acknowledgments
We would like to thank Mr. Haim Rousso, Elbit Systems; Mr. Rafi Koriat, INNI; and Prof. Uri Sivan, Technion – Israel Institute of Technology for their personal involvement and support of the nanoeducation aspects in the NanoIsrael 2014 meeting. The participation of high school students was funded by the Russell Berrie Foundation.
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©2015 by De Gruyter
Articles in the same Issue
- Frontmatter
- In this issue
- Editorial
- Special issue on Pre-college nanoscale science, engineering, and technology learning
- Review
- Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning
- Nanotechnology education
- Instructional impact on high school physics students’ nanoscience conceptions
- A middle school instructional unit for size and scale contextualized in nanotechnology
- Science teachers’ perceptions of nanotechnology teaching and professional development: a survey study in Taiwan
- Integrating nanoscience and technology in the high school science classroom
- The making of nanotechnology: exposing high-school students to behind-the-scenes of nanotechnology by inviting them to a nanotechnology conference
- Precollege nanotechnology education: a different kind of thinking
Articles in the same Issue
- Frontmatter
- In this issue
- Editorial
- Special issue on Pre-college nanoscale science, engineering, and technology learning
- Review
- Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning
- Nanotechnology education
- Instructional impact on high school physics students’ nanoscience conceptions
- A middle school instructional unit for size and scale contextualized in nanotechnology
- Science teachers’ perceptions of nanotechnology teaching and professional development: a survey study in Taiwan
- Integrating nanoscience and technology in the high school science classroom
- The making of nanotechnology: exposing high-school students to behind-the-scenes of nanotechnology by inviting them to a nanotechnology conference
- Precollege nanotechnology education: a different kind of thinking