Αξιολόγηση διδακτικής μαθησιακής ακολουθίας για την εισαγωγή του περιεχομένου της Νανοεπιστήμης-Νανοτεχνολογίας και των μοντέλων: Μια μελέτη περίπτωσης σε μαθητές Δημοτικού σχολείου

Abstract

Nanoscience-Nanotechnology (N-ST) and scientific models are two areas that are intensely preoccupied the scientific community. The rapid development of N-ST, in combination with its social impact, have evoked educational concerns. A modern challenge for education is the integration of N-ST content across all levels. This is presented as a critical and urgent need due to the shortage of NST-educated workforce and the need for future literate citizens in similar issues. According to literature review, the integration of N-ST content proposed to rely on core concepts of its content, called "Big Ideas" (BI). This research is negotiating to evaluate the effectiveness of the Teaching Learning Sequence (TLS) for the content of N-ST and the models in terms of learning outcomes. The TLS is composed of five modules, two teaching hours duration each. The BI negotiated in these sections are: (a) "Size and Scale" (b) "Tools and Instrumentation" (c) "Size dependent properties" and (d) "N-ST Applications". The models and the modeling used as teaching tools and as investigating tools for the development of conceptual understanding of students. The aim of the present study is to investigate (a) the degree of improvement of learning outcomes regarding the N-ST content (b) the degree of improvement of learning outcomes regarding the role and nature of models and (c) the maintenance of learning in both areas of models and content of N-ST. The sample was consisted of 10 5th grade primary students and TLS applied to a primary school in region of Florina. Survey‘s data was collected through a written questionnaire. According to the research results about N-ST content, it is observed that after the implementation of TLS and eight months later, a considerable number of students referred to N-ST by using terms of nanoliteracy. Concerning B.I "Size and Scale", a considerable number of students (a) reported as smaller objects, objects belonging to the nanoworld, (b) classified landmark objects that belong to the macroworld, microworld and nanoworld according to the correct world and/or the correct tool of observation, (c) ordered in a correct manner several objects of the three worlds in descending order and (d) described correctly the effect of the nanoworld to the microworld and the macroworld, in case of the viral infection. Concerning B.I "Tools and Instrumentation" a considerable number of students (a) reported the nanoword observation instrument for the observation of the smallest object, and (b) reported the observation instruments of all three worlds. Concerning B.I "Size dependent properties" a considerable number of students described the effect of hydrophobicity on artificial and natural superhydrophobic nanomaterials using terms of nanoliteracy. According to research results about the models and modeling, it is observed that after the implementation of TLS and eight months later, regarding both the nature and role of models, a considerable number of students (a) recognized the representational nature of models, (b) the utility model as learning and/or communication tools, and (c) the utility of multiple models for the same phenomenon, in the case of the lotus effect.