New Perspectives in Science Education

While nanotechnology is currently key subject of intensive research, only few aspects were yet didactically conceptualized and considered for chemistry education. The results of several studies^[1] related to students’ specific knowledge on “nano“ stress, that this topic hardly found its way into school. The data reveal, that the students on the one hand perceive and even reflect “nano“ in their everyday life, whereas a more detailed subject-matter related knowledge on the other hand, (e.g. correct spatial dimensions) can rarely be given. Furthermore, several uncertainties can be observed in other (competence) areas, as, for example, locating applications of nanotechnology in specific domains, evaluating its precise impact on their day-to-day lives and a well-founded assessment of these developments face many students with significant challenges. For this purpose, the article aims at presenting a dedicated chemistry class project on nanotechnology during which the participants can exploit the spatial (nano)dimensions, the synthesis, properties and application of nanomaterials with several easy and illustrative (model) experiments.^[2–4] The latter include e.g. the isolation and identification of nanomaterials from everyday objects, such as titanium dioxide from sunscreen or toothpaste in the first place, followed by a second section focussing properties and applications of the obtained nanoparticles, such as photocatalytic activity or superhydrophilicity.

Subsequent to the presentation of the course design, several possible concerns related to the educational treatment of “nano” are discussed. Based on a teacher study, special emphasis is placed on the identification of intrinsic (lack of knowledge or motivation, ...) and extrinsic barriers (school laboratory equipment, overstuffed curricula, ...) and comparison to similar studies within the European area.^[5]

References

[1] T. Wilke, T. Waitz, in New Perspectives in Science Education: Conference Proceedings (Eds: Pixel), University Press 2012. [2] T. Wilke, B. Niepötter, T. Waitz, in Pixel (Hg.) 2013 – New Perspectives in Science Education. [3] T. Wilke, S. Haffer, M. Tiemann, T. Waitz, Chemkon 2012 (19), 67. [4] T. Wilke, S. Gerke, T. Waitz, MINTZirkel 2013, 2 (3), 8. [5] A.-L. Kähkönen, A. Laherto, A. Lindell, J Nano Educ 2011, 3 (1), 1.