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Sohair Sakhnini 《International Journal of Science Education》2013,35(11):1699-1738
Nanoscale science and technology (NST) is an important new field in modern science. In the current study, we seek to answer the question: ‘What are the essential concepts of NST that should be taught in high school'? A 3-round Delphi study methodology was applied based on 2 communities of experts in nanotechnology research and science education. Eight essential concepts in NST were identified. Each concept is accompanied by its explanation, definition, importance and includes subcategories that compose it. Three concepts emerged in the Delphi study, which were not identified before: functionality, classification of nanomaterials, and the making of nanotechnology. Differences between the concepts suggested by the 2 communities of experts were found. The results of this study serve as a tool to examine different nanotechnology programs that were reported thus far and to make recommendations for designing a NST program for high school students that includes the essential concepts. 相似文献
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Sohair Sakhnini 《International Journal of Science Education》2016,38(3):521-538
The goals of this study are to map applications of nanotechnology that are recommended to be taught in high-school science and to identify the ‘need-to-know’ essential nanoscale science and technology (NST) concepts for each of the selected nanotechnology applications. A Delphi study using a community of experts was used to address these goals. Five nanotechnology applications that should be taught in high-school science were found to be important and reached a consensus by the Delphi-study experts: (1) nanomedicine, (2) nanoelectronics, (3) photovoltaic cells, (4) nanobots, and (5) self-cleaning. It was found that teaching these five nanotechnology applications should be based on all seven NST concepts, and therefore, these applications can be used as an appealing context for teaching the essential NST concepts. The different recommendations between the two communities of experts emphasize the importance of involving teachers and scientists in the process of designing a scientific curriculum. Identifying the applications of nanotechnology that should be taught in high-school science and identifying the connections between the applications and the essential NST concepts constitute an important step that supports designing a context-based nanotechnology program before it is integrated into a high-school science curriculum. 相似文献
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