Tenekecigil Emine, Kariper İshak Afşin
Faculty of Education, Erciyes University, Kayseri, 38039, Turkey.
Sci Rep. 2025 Jul 21;15(1):26384. doi: 10.1038/s41598-025-12458-w.
This study seeks to explore the perspectives of science teacher candidates on nanoscience and nanotechnology, aiming to enhance their understanding through structured activities. Undergraduate students training to become science teachers were selected as the participants for this research. The study was conducted using a qualitative methodology, with a case study design serving as the framework. Data collection involved semi-structured interviews, observation forms, and questionnaires. Survey and observation data were analyzed descriptively, while interview responses were examined using content analysis. An analysis of existing literature on nanoscience and nanotechnology education revealed that the majority of studies focused on informational presentations, with only a limited number incorporating experimental applications. Acknowledging the importance of embedding nanoscience education into science curricula, this research was structured in two stages: introductory presentations and practical experimental tasks. Following the presentations, participants engaged in experiments on optics and magnetism using nanomaterials, enabling them to directly observe physical changes at the nanoscale. This research presents an innovative approach by combining prior scientific knowledge with hands-on experiments and direct observations to teach nanoscience and nanotechnology concepts. Unlike earlier studies, it integrates nanoscience education with traditional science subjects, making the content more accessible and engaging for learners. The results revealed a significant increase in the interest and awareness of science teacher candidates toward nanoscience and nanotechnology. Additionally, participants strongly advocated for the inclusion of nanoscience education in university curricula, emphasizing its importance in science teaching.
本研究旨在探索未来科学教师对纳米科学和纳米技术的看法，旨在通过结构化活动增强他们的理解。接受科学教师培训的本科生被选为该研究的参与者。该研究采用定性方法进行，以案例研究设计为框架。数据收集包括半结构化访谈、观察表格和问卷。调查和观察数据进行描述性分析，而访谈回复则采用内容分析进行审查。对纳米科学和纳米技术教育的现有文献分析表明，大多数研究集中在信息展示上，只有少数纳入了实验应用。认识到将纳米科学教育融入科学课程的重要性，本研究分为两个阶段进行：入门展示和实际实验任务。展示之后，参与者使用纳米材料进行光学和磁学实验，使他们能够直接观察纳米尺度的物理变化。本研究提出了一种创新方法，将先前的科学知识与实践实验和直接观察相结合，以教授纳米科学和纳米技术概念。与早期研究不同，它将纳米科学教育与传统科学学科相结合，使内容对学习者来说更容易理解和引人入胜。结果显示，未来科学教师对纳米科学和纳米技术的兴趣和认识显著提高。此外，参与者强烈主张在大学课程中纳入纳米科学教育，强调其在科学教学中的重要性。
