Teaching Nanoscience and Nanotechnology: perspectives manifested by teachers in basic and higher education

Abstract: This article addresses and highlights the possibilities for the insertion of Nanoscience and Nanotechnology (N&N) topics in teaching, according to teachers’ views. To do so, the article centers on the results of a qualitative study based on content analysis, which was carried out with mathematics and natural science teachers in secondary and higher education. In addition, required curriculum documents were analyzed which concern these fields of knowledge and cover those specific topics. The results point to three perspectives for the insertion of N&N topics in professional practices: a basic approach to developing content, integrated curricular content, and supplementary classroom activities. In this last perspective, the teacher seeks to supplement classroom approaches with extra class activities in which it is possible to deepen knowledge, with an emphasis on science and technology. Therefore, there is legal support for the insertion of N&N topics, as well as emerging social, economic and environmental needs that require compatible professional training and, consequently, more investments in education.

摘要：本文立足教师视角，探讨并阐明了将纳米科学与纳米技术（Nanoscience and Nanotechnology，N&N）相关内容融入教学的可行路径。为此，本文聚焦于一项基于内容分析法的质性研究成果，该研究针对中等及高等教育阶段的数学与自然科学教师开展。此外，本文还对涉及上述知识领域且涵盖此类特定主题的规定性课程文件进行了分析。研究结果显示，在专业教学实践中融入N&N相关内容可采用三类路径：一是面向内容开发的基础教学路径，二是整合式课程内容模式，三是补充性课堂活动方案。在第三种路径中，教师会借助课外拓展活动补充课堂教学，此类活动可深化知识内容，且侧重科学与技术领域。因此，将N&N相关内容融入教学具备法律支撑；同时社会、经济与环境领域涌现的新兴需求，也亟需与之匹配的专业人才培养体系，进而要求加大教育领域的投入。