Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie
DOI:
https://doi.org/10.5617/nordina.2633Emneord (Nøkkelord):
nanoscience and nanotechnology, socioscientific issues, 16-18, educational research design,Sammendrag
Nanoscience and nanotechnology (NST) is a rapidly developing knowledge area, which need incorporating in the school science curricula. The many uncertainties of risks and benefits with NST also open up for using NST as a socio-scientific issue (SSI). We present the two first iterations of a teaching sequence aimed for upper secondary school physics. The sequence contains content knowledge on NST and risk assessment and employs traditional classroom teaching, and a debate about NST as a SSI. The aims are to explore 1) students assessments of risks and benefits with NST, and 2) what design principles for teaching nanoscience and risk assessment that emerge as significant. We found that the risk assessment exercise stimulated student argumentation and discussion during the SSI debate. The teachers preferred to focus on the SSI activity, but found it challenging to fit NST content knowledge into the traditional teaching approach. Design principles found are discussed.
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