Nano scale science and technology (NST) is an important new field that is penetrating all aspects of society, affecting every day human life and needs. To meet these needs, it is important to prepare the next generation workforce. Education is a key challenge that must be a priority to achieve these needs. The questions: What (NST) concepts and nanotechnology applications should be taught in high school science? How to teach these concepts for promoting students’ deeper understanding of these concepts? And where should they be integrated in the school science curriculum? Are vital questions that should be answered. In my PhD thesis, I sought to answer these leading questions in three sequential stages, using different methodologies and participants for each stage, when the main goal of the research is to methodologically examine how to take the NST field and integrate it into high school science teaching. The answer for the first stage leading question was based on a community of experts in nanoscience research and in science education. A three-round Delphi study of the expert community was applied to reach consensus. Eight NST essential concepts and five nanotechnology applications that should be taught in high school level were identified. Each concept was accompanied by its explanation, definition, why it is important to be taught, followed by connection between the NST concepts that are needed for teaching the selected applications. For the second stage leading question: how to teach these concepts for promoting students’ deeper understanding? A wide spectrum of instructional methods was implemented to support students’ understanding and were proven to be effective. The third stage was conducted to find the essential NST concepts’ insertion points in the Israeli middle and high school science curriculum, as were suggested by chemistry teachers. The NST concepts were suggested to be integrated in most of the Israeli middle school science and high school chemistry curriculum. The results of the three research stages provide three vital dimensions that are important for a research-based development of nanotechnology education. They can also constitute as guidance for constructing comprehensive nanotechnology program and can serve as a tool for analyzing and evaluating existing nanotechnology programs intended for middle and high-school levels.

What essential concepts and applications in nanotechnology" should be taught in school science? A Delphi study of the expert community

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.