Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program

Most of the modern technological applications we use in our daily life originate from the progress of Nanoscience–Nanotechnology (NST). The projection, showing the great impact that these advances are going to have on society, exhorts science education researchers to incorporate the modern field int...

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Autores principales:	Anna Spyrtou, Leonidas Manou, Giorgos Peikos
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	educational significance nanoscience primary school teachers primary school students Education L
Acceso en línea:	https://doaj.org/article/747f6372fa8043b38cd6be61d1d688f9
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id	oai:doaj.org-article:747f6372fa8043b38cd6be61d1d688f9
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spelling	oai:doaj.org-article:747f6372fa8043b38cd6be61d1d688f92021-11-25T17:23:41ZEducational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program10.3390/educsci111107242227-7102https://doaj.org/article/747f6372fa8043b38cd6be61d1d688f92021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/724https://doaj.org/toc/2227-7102Most of the modern technological applications we use in our daily life originate from the progress of Nanoscience–Nanotechnology (NST). The projection, showing the great impact that these advances are going to have on society, exhorts science education researchers to incorporate the modern field into educational contexts. Among the several issues that have to be dealt with, NST’s educational significance comes to the fore. This pilot study aims to examine whether both nano-trained primary school teachers and nano-trained students acknowledge the need for the inclusion of the NST content to school contexts. Fourteen primary school teachers and ten students, after their participation in an NST training course, were interviewed in order to provide their justifications. The results show that the vast majority of the participants acknowledge the educational significance of NST. The main arguments were associated with career possibilities, the relevance of the content to everyday life, and the need for nanoliteracy attainment. The results of this study can be used by NST education researchers in order to formulate a NST content structure for primary school nanoeducation.Anna SpyrtouLeonidas ManouGiorgos PeikosMDPI AGarticleeducational significancenanoscienceprimary school teachersprimary school studentsEducationLENEducation Sciences, Vol 11, Iss 724, p 724 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	educational significance nanoscience primary school teachers primary school students Education L
spellingShingle	educational significance nanoscience primary school teachers primary school students Education L Anna Spyrtou Leonidas Manou Giorgos Peikos Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
description	Most of the modern technological applications we use in our daily life originate from the progress of Nanoscience–Nanotechnology (NST). The projection, showing the great impact that these advances are going to have on society, exhorts science education researchers to incorporate the modern field into educational contexts. Among the several issues that have to be dealt with, NST’s educational significance comes to the fore. This pilot study aims to examine whether both nano-trained primary school teachers and nano-trained students acknowledge the need for the inclusion of the NST content to school contexts. Fourteen primary school teachers and ten students, after their participation in an NST training course, were interviewed in order to provide their justifications. The results show that the vast majority of the participants acknowledge the educational significance of NST. The main arguments were associated with career possibilities, the relevance of the content to everyday life, and the need for nanoliteracy attainment. The results of this study can be used by NST education researchers in order to formulate a NST content structure for primary school nanoeducation.
format	article
author	Anna Spyrtou Leonidas Manou Giorgos Peikos
author_facet	Anna Spyrtou Leonidas Manou Giorgos Peikos
author_sort	Anna Spyrtou
title	Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
title_short	Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
title_full	Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
title_fullStr	Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
title_full_unstemmed	Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
title_sort	educational significance of nanoscience–nanotechnology: primary school teachers’ and students’ voices after a training program
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/747f6372fa8043b38cd6be61d1d688f9
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Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program

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