Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum

• Main Authors: Sakhnini Sohair, Blonder Ron
• Format: Article
• Language: English
• Published: De Gruyter 2018-10-01
• Series: Nanotechnology Reviews
• Subjects: middle school; nanoeducation; nanotechnology; science and technology education; science curriculum
• Online Access: https://doi.org/10.1515/ntrev-2018-0026

If we wish to integrate modern science such as nanotechnology into the school science curriculum, we need to find the natural insertion point of modern science with the science, technology, engineering and math curriculum. However, integrating nanoscale science and technology (NST) essential concepts into the middle school science curriculum is challenging. The current study was designed to identify the insertion points of the eight NST essential concepts in the middle school science and technology curriculum. Middle school science and technology teachers underwent a course that included all eight NST essential concepts, aiming to help them understand the NST essential concepts in depth. Then, they were asked to identify a natural insertion point in the existing science and technology curriculum for each of the NST essential concepts. To support research validation, two different groups of teachers participated in two sequential stages of the study (the identification stage and the validation stage). The teachers in the identification stage identified the insertion points of all eight NST essential concepts in the subjects of the science and technology curriculum, which reflects the relevance of the NST concepts from the teachers’ perspective in terms of pedagogical level. The majority of the identified insertion points were validated in the second stage. Forty-two insertion points of the NST essential concepts were suggested to be integrated in middle school science and technology curriculum. All the insertion points that were suggested in the identification stage were confirmed in the validation stage. Another 11 new insertion points were added at the validation stage. The connections to the different scientific subjects in the curriculum are as follows: 19 insertion points were suggested by the teachers in the chemistry part of the chemistry curriculum, 12 in the life science, four in the physics-energy, and seven in technology-systems and products. The results present the opportunity to expose middle school students to contemporary science using the existing science and technology curriculum. The study serves as an example of integrating NST concepts into a middle school science curriculum in Israel, but it can be applied in other science curricula worldwide, taking into consideration the topics included in each curriculum.