International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(1) 205-222

Opinions of Biology Teachers About Nanoscience and Nanotechnology Education in Turkey

Zeki İpek, Ali Derya Atik, Şeref Tan & Figen Erkoç

pp. 205 - 222   |  DOI: https://doi.org/10.29329/ijpe.2020.228.15   |  Manu. Number: MANU-1907-11-0006.R1

Published online: February 09, 2020  |   Number of Views: 277  |  Number of Download: 918

Save PDF

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 opinions about NSNT education and to propose NSNT education for biology curriculum using the current status. A teacher interview form was used for data collection and applied to 121 biology teachers. Data collected via questionnaires were analyzed through quantitative descriptive analysis. Biology teachers’ opinions of NSNT education focused on definition, awareness, importance and developments, benefits, applications, risks and ethical issues. Participants presented view of integrating 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 schools/classes.

Keywords: Nanoscience, Nanotechnology, Biology Curriculum, Biology Teachers.

How to Cite this Article?

APA 6th edition
Ipek, Z., Atik, A.D., Tan, S. & Erkoc, F. (2020). Opinions of Biology Teachers About Nanoscience and Nanotechnology Education in Turkey . International Journal of Progressive Education, 16(1), 205-222. doi: 10.29329/ijpe.2020.228.15

Harvard
Ipek, Z., Atik, A., Tan, S. and Erkoc, F. (2020). Opinions of Biology Teachers About Nanoscience and Nanotechnology Education in Turkey . International Journal of Progressive Education, 16(1), pp. 205-222.

Chicago 16th edition
Ipek, Zeki, Ali Derya Atik, Seref Tan and Figen Erkoc (2020). "Opinions of Biology Teachers About Nanoscience and Nanotechnology Education in Turkey ". International Journal of Progressive Education 16 (1):205-222. doi:10.29329/ijpe.2020.228.15.
References
  1. Alpat, K. S., Uyulgan, M. A., Şeker, S., Altaş, H. Ş., & Gezer, E. (2017). Effect of cooperative learning on academic achievement and opinions of the 10th grade students’ in the topic of nanotechnology at secondary level. İnönü University Journal of the Faculty of Education, 18, 27–57. doi: 10.17679/inuefd.286128  [Google Scholar] [Crossref] 
  2. Aslan, O., & Şenel, T. (2015). Examining nanoscience and nanotechnology awareness level of preservice science teachers in terms of different variables. Dicle University, Journal of Ziya Gökalp Faculty of Education, 24, 363-389. doi: 10.14582/DUZGEF.534 [Google Scholar] [Crossref] 
  3. Bach, A.M., & Waitz, T. (2012). International activities in nanoscale science and engineering education. Paper presented at the annual meeting of the 2nd International Conference New Perspectives in Science Education, Florence, Italy.  [Google Scholar]
  4. Bamberger, Y. M., & Krajic, J. (2012). Teacher belief and change about integrating nanoscale science and technology into a secondary science curriculum. Electronic Journal of Science Education, 16, 1–20. [Google Scholar]
  5. Ban, K., & Kocijancic, S. (2011). Introducing topics on nanotechnologies to middle and high school curricula. Paper presented at the annual meeting of the 2nd World Conference on Technology and Engineering Education, Ljubljana, Slovenia. [Google Scholar]
  6. Blonder, R., & Mamlok-Naaman, R. (2016). Learning about teaching the extracurricular topic of nanotechnology as a vehicle for achieving a sustainable change in science education. International Journal of Science and Mathematics Education, 14, 345-372. [Google Scholar]
  7. Blonder, R., Parchmann, I., Akaygun, S., & Albe, V. (2014). Nanoeducation: Zooming into teacher professional development programmes in nanoscience and technology. In C. Bruguière., A, Tiberghien., & P. Clément. (Eds.)., Topics and Trends in Current Science Education (pp. 159–174). 9th ESERA Conference Selected Contributions. New York: Springer. [Google Scholar]
  8. Blonder, R., & Sakhnini, S. (2012). Teaching two basic nanotechnology concepts in secondary school by using a variety of teaching methods. Chemistry Education Research and Practice, 13(4), 500-516. doi:10.1039/c2rp20026k [Google Scholar] [Crossref] 
  9. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage. [Google Scholar]
  10. Ekli, E., & Şahin, N. (2010). Science teachers and teacher candidates’ basic knowledge, opinions and risk perceptions about nanotechnology. Procedia Social and Behavioral Sciences, 2, 2667-2670. doi: 10.1016/j.sbspro.2010.03.392 [Google Scholar] [Crossref] 
  11. Foley, E. T., & Hersam, M. C. (2006). Assessing the need for nanotechnology education reform in the United States. Nanotechnology Law and Business, 3(4), 467-484. [Google Scholar]
  12. Furlan, P. Y. (2009). Engaging students in early exploration of nanoscience topics using hands-on activities and scanning tunnelling microscopy. Journal of Chemistry Education, 86, 705–711. [Google Scholar]
  13. Gorghiu, L. M., Gorghiu, G., & Petrescu, A. M. A. (2017). Digital resources designed for increasing the Romanian students’ interest for nanoscience and nanotechnology. Journal of Science and Arts. 1(38), 155-162. [Google Scholar]
  14. Greenberg, A. (2009). Integrating nanoscience into the classroom: Perspectives on nanoscience education projects. ACS Nano, 3(4), 762-769. doi: 10.1021/nn900335r [Google Scholar] [Crossref] 
  15. Gül, S. (2017). Development of an attitude scale to measure the undergraduate students’ attitudes towards nanobiotechnology. Journal of Science Education and Technology 26, 519–533. doi: 10.1007/s10956-017-9696-y [Google Scholar] [Crossref] 
  16. Güzeloğlu, E. (2015). Nano innovation with smart products: The youth’s nanotech awareness, perception of benefits/risks. International Journal of Human Sciences, 12(1), 274-297. doi: 10.14687/ijhs.v12i1.2903 [Google Scholar] [Crossref] 
  17. Hingant, B., & Albe, V. (2010). Nanosciences and nanotechnologies learning and teaching in secondary education: A review of literature. Studies in Science Education, 46(2), 121-152. [Google Scholar]
  18. Holland, L. A., Carver, J. S., Veltri, L. M., Henderson, R. J., & Quedado, K. D. (2018). Enhancing research for undergraduates through a nanotechnology training program that utilizes analytical and bioanalytical tools. Analytical and Bioanalytical Chemistry, 410, 6041-6050. doi: 10.1007/s00216-018-1274-5 [Google Scholar] [Crossref] 
  19. Huffman, D., Ristvey, J., Tweed, A., & Palmer, E. (2015). Integrating nanoscience and technology in the high school science classroom. Nanotechnology Review, 4, 81–102. doi: 10.1515/ntrev-2014-0020 [Google Scholar] [Crossref] 
  20. Hutchinson, K., Bodner, G., & Bryan, L. (2011). Middle-and High-School students’ interest in nanoscale science and engineering topics and phenomena. Journal of Pre-College Engineering Education Research, 1(1), 30-39. doi: 10.7771/2157-9288.1028 [Google Scholar] [Crossref] 
  21. Jackman, J. A., Cho, D. J., Lee, J., Chen, J. M., Besenbacher, F., Bonnell, D. A., … Cho, N. J. (2016). Nanotechnology education for the global world: Training the leaders of tomorrow. ACS Nano, 10, 5595−5599. doi: 10.1021/acsnano.6b03872 [Google Scholar] [Crossref] 
  22. Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and nanoscale science: Educational challenges. International Journal of Science Education, 35(9), 1490–1512. doi: 10.1080/09500693.2013.771828 [Google Scholar] [Crossref] 
  23. Karataş, F. Ö., & Ülker, N. (2014). Undergraduate chemistry students’ understanding level of nano-science and nano-technology. Journal of Turkish Science Education, 11(3), 103-118. doi: 10.12973/tused.10121a [Google Scholar] [Crossref] 
  24. Kulik, T., & Fidelus, J. D. (2007). Education in the field of nanoscience. Nanotechnology Gateway Warsaw, Retrieved from www.nanoforum.org [Google Scholar]
  25. Kumar, D. D. (2007). Nanoscale science and technology in teaching. Australian Journal of Education Chemistry, 68, 20–22. [Google Scholar]
  26. Laherto, A. (2010). An Analysis of the educational significance of nanoscience and nanotechnology in scientific and technological literacy. Science Education International, 21(3), 160-175. [Google Scholar]
  27. Laherto, A. (2011). Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers. Nordina, 7(2), 2011, 126-139. [Google Scholar]
  28. Lati, W., Triampo, D., & Yodyingyong, S. (2019). Exposure to nanoscience and nanotechnology using guided-inquiry-based activities with silica aerogel to promote high school students’ motivation. Journal of Chemical Education, 96, 1109-1116. [Google Scholar]
  29. Lu, C. C., & Sung, C. C. (2011). Effect of nanotechnology instructions on senior high school students. Asia-Pacific Forum Sci Learn Teach. 12, 1–18. [Google Scholar]
  30. Mandrikas, A., Michailidi, E. & Stavrou, D. (2019). Teaching nanotechnology in primary education. Research in Science & Technological Education, [Google Scholar]
  31. https://doi.org/10.1080/02635143.2019.1631783 [Google Scholar]
  32. MoNE. Head Council of Education and Morality (2017). Secondary School Biology, Physics and Chemistry Curricula (Level of 9th, 10th, 11th and 12th.) Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=361  [Google Scholar]
  33. Nandiyanto, A. B. D., Asyahidda, F. N., Danuwijaya, A. A., Abdullah, A. G., Amelia, N., Hudha, M. N., & Aziz, M. (2018). Teaching “Nanotechnology” for elementary students with deaf and hard hearing. Journal of Engineering Science and Technology, 13(5), 1352-1363. [Google Scholar]
  34. OECD (2018) (Ed. Fiedrichs, S.). Report on statistics and indicators of biotechnology and nanotechnology. OECD Science, Technology and Industry Working Papers 2018/06. DSTI/STP/BNCT(2017)2/FINAL. Paris: France. [Google Scholar]
  35. Park, E. J. (2019). Nanotechnology course designed for non-science majors to promote critical thinking and integrative learning skills. Journal of Chemical Education, 96, 1278-1282. [Google Scholar]
  36. Pektas, M., Alev, N., Kurnaz, M. A., & Bayraktar, G. (2015). Physics, Chemistry and Biology teachers’ understandings of nanotechnology. Procedia Social and Behavioral Sciences, 191, 1767-1771. doi: 10.1016/j.sbspro.2015.04.677 [Google Scholar] [Crossref] 
  37. Porter, A. L., & Youtie, J. (2009). How interdisciplinary is nanotechnology? Journal of Nanoparticle Research, 11(5), 1023-1041. doi: 10.1007/s11051-009-9607-0 [Google Scholar] [Crossref] 
  38. Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrovic, V. M., & Jovanovic, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327. doi: 10.1016/j.compedu.2016.02.002 [Google Scholar] [Crossref] 
  39. Ribeiro, A. V., Godoy, G. C., Neto, L. B., & de Souza- Filho, M. P. (2018). Holography and virtual reality in the teaching of nanotechnology: new horizons aimed at high school. Revista de Física, 56E, 34-45. [Google Scholar]
  40. Sakhnini, S., & Blonder, R. (2016). Nanotechnology applications as a context for teaching the essential concepts of NST. International Journal of Science Education, 38(3), 521-538. doi: 10.1080/09500693.2016.1152518 [Google Scholar] [Crossref] 
  41. Samala, S. S., & Bharati, A. (2019). Gaps in engineering education with a categorical analysis on nanotechnology in India. Materials Today: Proceedings 10, 121-135. [Google Scholar]
  42. Schank, P., Krajcik, J., & Yunker, M. (2007). Can nanoscience be a catalyst for education reform? In: F. Allhoff, P. Lin, J. Moor, J. Weckert (Eds.)., Nanoethics: The Ethical and Social Implications of Nanotechnology, Hobeken, NJ: Wiley. [Google Scholar]
  43. Sebastian, V., & Gimenez, M. (2016). Teaching nanoscience and thinking nano at the macroscale: Nanocapsules of wisdom. Procedia - Social and Behavioral Sciences, 228, 489-495. doi:10.1016/j.sbspro.2016.07.075 [Google Scholar] [Crossref] 
  44. Senocak, E. (2014). A survey on nanotechnology in the view of the Turkish public. Science Technology and Society, 19(1), 79-94. doi: 10.1177/0971721813514265 [Google Scholar] [Crossref] 
  45. Sgouros, G., & Stavrou, D. (2019). Teachers’ professional development in nanoscience and [Google Scholar]
  46. nanotechnology in the context of a community of learners. International Journal of Science Education, 41, 2070–2093. https://doi.org/10.1080/09500693.2019.1659521 [Google Scholar] [Crossref] 
  47. Srinivas, K. (2014). Need of nanotechnology in education. Science Journal of Education, 2(2), 58-64. doi: 10.11648/j.sjedu.20140202.14  [Google Scholar] [Crossref] 
  48. Stravrou, D., Michailidi, E., Sgouros, G., & Dimitriadi, K. (2015). Teaching high-school students nanoscience and nanotechnology. LUMAT, 3(4), 501-511. [Google Scholar]
  49. Stevens, S., Sutherland, L., & Krajcik, J. (2009). The big ideas of nanoscale science and engineering: A guide book for secondary teachers. Arlington, VA: National Science.  [Google Scholar]
  50. Tarng, W., Chang, C. H., Lin, C. M., Pei, J. H., & Lee, C. Y. (2011). Development and research of web-based virtual nanotechnology laboratory for learning the basic concepts of nanoscience. International Journal of Research and Reviews in Computer Science. 2(6), 1255–1263. [Google Scholar]
  51. Tessman, J. M. (2009). Students’ conceptions of nanoscience phenomena: The beginning of a nanoscience concept inventory (Master’s thesis). Purdue University, West Lafayette: IN. [Google Scholar]
  52. Tirre, F., Kampschulte, L., Thoma, G.-B., Höffler, T., & Parchmann, I. (2019). Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science, the Nature of Scientists and the Nature of Scientific Inquiry. Research in Science & Technological Education, 37, 393–418. [Google Scholar]
  53. URLs:https://ec.europa.eu/jrc/en/research-topic/nanotechnology, https://ec.europa.eu/programmes/horizon2020/en/area/key-enabling-technologies, https://ec.europa.eu/info/research-and-innovation/research-area/industrial technologies_en.  [Google Scholar]
  54. Vahedi, A., & Farnoud, A. M. (2019). Novel experimental modules to introduce students to nanoparticle characterization in a chemical engineering course. Journal of Chemical Education, 96, 2029-2035. [Google Scholar]
  55. Xie, C., & Lee, H. S. (2012). A visual approach to nanotechnology education. International Journal of Engineering Education, 28(5), 1006-1018.   [Google Scholar]
  56. Wansom, S., Mason, T. O., Hersam, M. C., Drane, D., Light, G., Cormia, R., … Bodner, G. M. (2009). A rubric for post-secondary degree programs in nanoscience and nanotechnology. International Journal of Engineering Education, 25(3), 615-627. [Google Scholar]
  57. Whitesides, G. M., & Love, J. (2007). The art of building small. Scientific American, 17(3), 12-21. doi:10.1038/scientificamerican0907-12sp [Google Scholar] [Crossref] 
  58. Winkelmann, K., & Bhushan, B. (2017). Global perspectives of nanotechnology education. In Part J. B. Bhushan (Ed)., Springer Handbook of Nanotechnology (pp.1603-1624). Berlin: Springer-Verlag. [Adobe Digital Editions version]. doi: 10.1007/978-3-319-49347-3_47  [Google Scholar] [Crossref] 
  59. Woodside, A. (2010). Case study research: Theory, methods, and practice. Boston College, USA: Emerald Group Publishing Limited. [Google Scholar]
  60. Zor, T. Ş., & Aslan, O. (2018). The effect of activity-based nanoscience and nanotechnology education on pre-service science teachers’ conceptual understanding. Journal of Nanoparticle Research, 20(3), 1-22. doi: 10.1007/s11051-018-4182-x [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 16 Issue 1

February 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.