Investigating Junior High School Science Teachers’ Content Knowledge of Nanotechnology and Their Intentions to Integrate Nanotechnology into Science Curriculum in Yunlin and Chiayi Areas in Taiwan

• Main Authors: Gang-Lun Wu, 吳岡倫
• Other Authors: Jun-Yi Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/56609786378061060037

碩士 === 國立嘉義大學 === 數理教育研究所 === 103 === This study focuses on teachers’ content knowledge of nanotechnology and their intentions to integrate nanotechnology into science curriculum in Yunlin and Chiayi areas in Taiwan. The subjects are 65 junior high school science teachers. The data were gathered by two questionnaires and were classified. It was found that most teachers know nanometer is a unit of length, and they can understand the characteristics of the material will change in nanoscale. But only forty percentages of teachers provide explanations. More than half of teachers have heard of the nature phenomenon of nanotechnology but about forty percentages of teachers adopt nanotechnology conceptions to explain these phenomenon. In addition, most teachers have willingness to integrate nanotechnology into their science class if school administrators support them to teach in diverse ways. They also indicate that teaching nanotechnology can enhance their teaching knowledge and abilities and enrich teaching materials.