Nanoscale science and technology education: primary school students’ preconceptions of the lotus effect and the concept of size

ABSTRACT

Background

It is stated that it is necessary that students develop their nanoliteracy in order to come up with everyday issues arising from Nanoscale Science and Technology (NST) applications, taking informed decisions and estimating the potential risks and benefits. Even though the inclusion of NST in compulsory education is supported by many researchers, the research on students’ preconceptions of NST concepts and phenomena is in its infancy.

Purpose

We aim to identify students’ preconceptions of (a) the conceptualization of size in the context of NST and (b) the explanation of the lotus effect (superhydrophobic materials).

Sample

The participants of our research are 250: 5^th and 6^th grade primary school students in Greece.

Design and methods

The data collection tool is a written questionnaire. Regarding the coding, both the inductive and deductive qualitative process is followed.

Results

Concerning the concept of size, approximately half of the students are aware of non-visible objects. However, their classification of objects based on size is naive and based on vague criteria e.g. ‘Large, Medium, Small objects’. For the lotus effect we identify three categories consisting of thirteen subcategories that reflect students’ ideas about their macroscopic view of the lotus effect explanation.

Conclusion

Students see the explanation of the lotus effect as a Direct process (explanations based on an identifiable causal agent). We argue that we could support them shift their explanations to the Emergent process (explanations based on non-identifiable causal agents) using appropriate tasks. Concerning the concept of size, students are aware of two main categories: the visible and non-visible objects. We could help them create the macro-, micro- and nanoworld categories based on qualitative criteria.

KEYWORDS:

• nanotechnology education
• preconceptions
• lotus effect
• size

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research is co-financed by Greece and the European Union (European Social Fund- ESF) through the Operational Programme Human Resources Development, Education and Lifelong Learning in the context of the project “Strengthening Human Resources Research Potential via Doctorate Research” (MIS-5000432), implemented by the State Scholarships Foundation (ΙΚΥ).