Studying the affordances of a technology-based nanoscience module to promote student engagement in learning novel nanoscience and nanotechnology concepts at the middle school level

• Published in: Research in science & technological education Vol. 41; no. 2; pp. 700 - 716
• Main Authors: Laszcz, Martyna, Dalvi, Tejaswini
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.04.2023; Taylor & Francis Ltd
• Subjects: Affordances; application based; Attitudes; Classrooms; Concept Formation; Grade 8; Grade 9; Learner Engagement; Learning; Learning Readiness; Middle School Students; Middle schools; Modules; Molecular Structure; multimodal learning; Nanoscience; Nanotechnology; Public Schools; School districts; Science Education; Science Teachers; Scientific Concepts; STEM education; Student Attitudes; Students; Teachers; Technical education; Technology; Technology Uses in Education; Massachusetts
• DOI: 10.1080/02635143.2021.1931833
• ISSN: 0263-5143

Nanotechnology, a multidisciplinary field with increasing societal importance, demands for an increase in research abilities and capacities. Yet, nanoscience and nanotechnology (NST) are largely inaccessible to K-12 students. This situation demands efforts in research towards bringing NST learning into K-12 classrooms. The purpose of this study was to examine the outcomes of an application-based nanotechnology module, developed for late middle school students. The study focused on exploring student readiness to unpack unfamiliar NST concepts, and the effects engagement with NST had on student attitudes towards STEM subjects. Participants included a total of three science teachers and 169, grade 8 and 9 students from two public school districts from a northeastern state of the USA over two years. Data was collected and used from students who consented for the study. The NST learning module was developed in three phases, beginning with an introductory session to discuss module content and design. We then designed a module for implementation. Drawing from results from the pilot module and teacher inputs, we revised the pilot module for this study. Surveys, content questionnaires, student reflections, and classroom videos were collected for analysis. Students demonstrated conceptual understanding of the working of the AFM after working closely with the tool. Our data highlights students' readiness to unpack unfamiliar NST concepts. Despite no significant changes, we noticed increases in students' attitudes towards STEM subjects and careers, and an increase in the number of students who plan to take advanced STEM courses. Based on our results, we suggest the use of technology-based experiences to introduce novel ideas of NST as early as eighth grade. The technology-based approach created a new space for contextualized learning. Working with teachers is critical to creating new teaching-learning experiences for K-12 learning, especially in the context of NST.