Nanoscience and Nanotechnology Curriculum in Thailand

By Choojit Sarapak and Tussatrin Wannagatesiri.

Published by The International Journal of Science, Mathematics and Technology Learning

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Article: Print $US10.00
Article: Electronic $US5.00

This paper reports on an effort to introduce basic concepts of nanoscience and nanotechnology (NST) into Thai basic education. A questionnaire was completed by 35 science teachers revealed most of them agreed that NST should be integrated in the national science standards, particularly for grade 9-12 students. Next, possibility of introducing NST to high school students was convinced. The NST curriculum units were designed and implemented with 42 high school students; took place over 18 periods of 6 units. The data from classroom observations and a questionnaire were used to build up a detailed picture of the students’ response to NST content and its application that they were being introduced. The results showed that students responded high positive attitude toward NST curriculum integration. NST activities are sequenced by making the important connection between basic science principles and application to commercial nano-products and techniques. However, too complex science might build conflict in introducing NST with the limitation of basic knowledge of high school level. Then selection of NST applications should be simply explained how they work with relate high school science concept. Moreover, introducing the NST, the reasons of spending time and energy in proposing new content should be noticeably discussed.

Keywords: Nanoscience and Nanotechnology, Integration Curriculum

The International Journal of Science, Mathematics and Technology Learning, Volume 19, Issue 2, pp.15-28. Article: Print (Spiral Bound). Article: Electronic (PDF File; 327.585KB).

Choojit Sarapak

Ph.D. Candidate, Institute for Innovative Learning, Mahidol University, Nakhon Pathom, Nakhon Pathom, Thailand

I studied physics, and am working towards a PhD in science education at Mahidol University, and do research at the University of Wisconsin – Madison. The research is to promote nanoscience and nanotechnology in the national science standards, an integrated curriculum, and guidelines for teaching. In order to teach nanoscience and nanotechnology, for example, demonstrations, active learning (or hands-on activities), conceptual change, activity-driven, discovery, project-based science, and inquiry and simple experiments could be used.

Dr. Tussatrin Wannagatesiri

Lecturer, Faculty of Education and Development Science, Kasetsart University, Thailand

I’m interested in inquiry, contextual teaching and learning in physics, in-service and pre-service science, mathematics teacher professional development, development of teaching and learning processes, learning materials, hands-on activity, and formative assessment in mathematical and physics education. I can be reached at the Department of Teacher Education, Faculty of Education and Developmental Sciences, Kasetsart University, Kamphaeng Saen Campus, Nakhon Pathom, Thailand.