Challenges and perspectives for teaching nanoscience and nanotechnology in high school

Abstract

This exploratory study is about high school students’ difficulties in representing objects and processes on the nanoscale. Their knowledge about the relevance and implications of nanoscience and nanotechnology, their relationships with different areas of knowledge, and their interest in incorporating this field into the science school curriculum were analysed. A questionnaire was built incorporating previous research questions and new ones and was applied online during the COVID-19 pandemic, and to other sample post-pandemic with students returned to school. Results show that the nanoscale objects and processes are the most difficult for them. Students conceive that physical laws are applicable in all scale spectrums showing a misunderstanding of the fundamentals of physics. The relevance of nanoscience and nanotechnology for science and technology and their implications for the modern way of life are clear to students. However, their interest that this topic should be incorporated into the curriculum is not enthusiastic. Some suggestions about teaching awareness to be considered to teach nanoscience are proposed in the analysis of results.