ABSTRACT
The rapid development and impact of nanoscience and nanotechnology (NSNT) on economy has led policy makers and educators to focus on nanotechnology education. The two main views concerning appropriate level to teach nanoscience and nanotechnology (NSNT): The first favors teaching in higher education; the second recommends familiarizing and teaching in all grade levels. Aim of this study is to determine the Viewss about NSNT education and to propose NSNT education for Physics curriculum using the current status. A teacher interview form was used for data collection and applied to 121 Physics teachers. Data collected via questionnaires were analyzed through quantitative descriptive analysis. Physics teachers’ Views of NSNT education focused on definition, awareness, importance and developments, benefits, applications, risks and ethical issues. Participants presented view of Incorporating nanotechnology topics into the curriculum and expected a positive impact on students’ career preferences. Teachers believed that prior training and readiness were not meeting the required levels; also, difficulties such as conceptualization and mentally visualizing, technical and infrastructure deficiencies, were the serious obstacles to be overcome for successful implementation. High cost was also a negative impact on integration of NSNT in school and classes.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Nanoscience is one of the most rapidly growing fields in science, technology, life sciences and engineering research: nanotechnology-related medicine, energy production, national security, environmental protection, and education. Nanotechnology involves designing, producing, using industry areas in textile, cosmetics, electronics from nanomaterials to nanointermediates to nano- enabled products (Foley & Hersam, 2006; Jackman et. al., 2016; OECD 2018). Soon, the nanotechnology level of a country will be expected to be a significant indicator of economic growth. Furthermore, nanotechnology is being spoken of as the driving force behind a new industrial revolution and is one of the “Key Enabling Technologies” of the European Union (URL). The rapid development and impact of nanoscience and nanotechnology (NSNT) on economy has led policy makers and educators to focus on nanotechnology education (Laherto, 2010). The potential effect of NSNT made these fields a critically significant part of everyday life, to improving quality of life. The big picture is positive developments and commercialization, adoption of new technologies resulting from nanoscale R&D are expected to impact economic growth. A positive economic return in the form of benefits such as the creation of businesses, jobs, boost competitiveness and trade while supporting growth and sustainability are expected.
Knowledge gaps exist in secondary teacher training for NSNT education since the first stage of awareness, knowledge levels and attitudes of teachers should be determined with a need assessment. Only then further training, skills to be developed, qualifications can be planned, and effective programs developed. Literature contends studies mostly on case-by-case teaching and learning strategies to various target groups: teachers (Sgouros & Stavrou, 2019), engineers (Samal & Bharati, 2019; Vahedi & Farnoud, 2019), other professionals (non-science majors: Park, 2019), students including primary (Mandrikas, Michailidi & Stavrou, 2019) and secondary education (Stravou, Michailidi, Sgouros, & Dimitraidi, 2015; Ribeiro, Godoy, Neto & de Souza-Filho, 2018, Lati, Triampo, & Yodyingyong, 2019; Tirre, Kampschulte, Thoma, Höffler, & Parchmann 2019). Most of the literature report development of teaching modules, design of experiments; however, have not considered the awareness level of teachers. Teacher, student and higher education student interactions with nanoscientists from academia, industry and R&D institutions can bridge the gap between nano education and expectations of the job market. Several studies have shown that visual techniques such as models, applicable activities, simulations, movies, game-based learning, experiments, visual nanotechnology laboratory, etc. are effective to simplify the teaching of NSNT topics (Blonder & Sakhnini, 2012; Furlan, 2009; Gorghiu, Gorghiu, & Petrescu, 2017; Alpat, Uyulgan, Şeker, Altaş, & Gezer, 2017; Lu & Sung, 2011; Tarng, Chang, Lin, Pei, & Lee, 2011; Zor & Aslan, 2018). The use of interactive learning videos consisting of attractive visuals on NSNT added with online learning activities that support teaching innovations in the field of nanoscience (Xie & Lee, 2012). Furthermore, additional attractive experimental demonstration improves the level of students’ comprehension and helps teachers to teach the subject (Nandiyanto et al., 2018).
