Instructional impact on high school physics students’ nanoscience conceptions
The impact of a 5-day sequence of nanoscience instruction for 207 high school physics students in eight classrooms and three schools was investigated. The instructional sequence was organized around key big ideas in nanoscience that were identified by a panel of 39 US national experts in nanoscience...
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Veröffentlicht in: | Nanotechnology reviews (Berlin) 2015-02, Vol.4 (1), p.33-50 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | The impact of a 5-day sequence of nanoscience instruction for 207 high school physics students in eight classrooms and three schools was investigated. The instructional sequence was organized around key big ideas in nanoscience that were identified by a panel of 39 US national experts in nanoscience and nanoscience education. Pretest and posttest measures included measures of conceptions of scale boundary distinctions (particularly nanoscale), accuracy of conceptions of spatial scale of nanoscale objects, and a new instrument (conceptions of nanoscale instrument – CNI, with Cronbach’s α=0.79) designed to specifically measure the targeted big ideas in nanoscience. Results for scale conceptions showed that students developed a clear distinction of a scale difference between microscale and nanoscale worlds, including accurate knowledge of which objects are representative of each scale world. Nanoscale accuracy also improved. Conceptions across the breadth of big ideas in nanoscience were significantly enhanced by the instruction, with effect sizes in the large range. Analysis of subscores within the CNI showed differential impacts on particular nanoscience concepts. Implications for potential challenges and successes for influencing high school physics students’ conceptions of nanoscience are addressed. |
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ISSN: | 2191-9089 2191-9097 |
DOI: | 10.1515/ntrev-2014-0015 |