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|
Ph.D. Candidate, Institute for Innovative Learning, Mahidol University, Nakhon Pathom, Nakhon Pathom, Thailand
Lecturer, Faculty of Education and Development Science, Kasetsart University, Thailand