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Asia-Pacific Forum
on Science Learning and Teaching, Volume 12, Issue 2, Article 12 (Dec., 2011) |
Effect of nanotechnology instructions on senior high school students
Chow-Chin LU1 and Chia-Chi SUNG2
1Department of Science Education, National Taipei University of Education, TAIWAN
E-mail: luchowch@tea.ntue.edu.tw
2Department of Engineering Science and Ocean Engineering, National Taiwan University, TAIWAN
E-mail: ccsung@ntu.edu.tw
Received 30 Oct., 2011
Revised 24 Dec., 2011
Contents
- Abstract
- Introduction
- Literature Review
- Senior High School Teaching Conception of Nanotechnology
- The nanotechnology declarative knowledge statements and the teaching standards
- Methodology
- Results and discussion
- Senior high school teacher’s nanotechnology curriculum design
- Senior high school student’s nanotechnology-related conception development
- Discussion
- Conclusion and Recommendation
- References
In this research, we cooperate with senior high school teachers to understand current nanotechnology model of senior high school nanotechnology curriculum in Taiwan. Then design senior high school nanotechnology (nano-tech) curriculum to teach 503 senior high school students. After teaching the nano-tech curriculum we use the “Nanotechnology problem situation questionnaire” to measurement their learning.
The results showed: 1. Senior high school nanotechnology curriculum tends to introduce nanotechnology phenomenon we meet in daily life to students, the teachers explain which science lesson related to the curriculum and sum up the nanotechnology principle of the nanotechnology product in the end. 2. We receive 453 valid nanotechnology problem situation questionnaires (recoveries about 90.1%). Analyze the questionnaires, we found out around 17.89~27.59% of senior high school students can answer the contexts they learn in the nano-tech curriculum lesson, but the concept is incomplete; the other 43.26% to 53.99% students have alternative conceptions, they use their own experiences from daily life to finish the questionnaires which might be incorrect. 3. Some of the students have inveterate alternative concept which senior high school teacher thinks these alternative concepts might change when teacher conduct students to join a nano-tech science fair competition. In the competition, student needs to do the experiment and presentation all by themselves which can establish the right nano-tech concept for them. 4. Collecting all kinds of students’ answers in the questionnaires, we can analyze their alternative conceptions to compile senior high school nanotechnology conception diagnostic test, which can do a comprehensive test and use it as designing nano-science curriculum reference documents.
Keywords: Senior high school nanotechnology curriculum, Nanotechnology problem situation questionnaire, Alternative conception.
