The Effect of Enriched Learning Environment on Students' Perceptions and Awareness of Nanoscience and Nanotechnology

Şeyma Çalık; Ayşe Koç; Tuba Şenel Zor; Erhan Zor; Oktay Aslan; Haluk Bingöl

Makale detayları

The Effect of Enriched Learning Environment on Students' Perceptions and Awareness of Nanoscience and Nanotechnology

Yazarlar:

Şeyma Çalık | Ayşe Koç | Tuba Şenel Zor | Erhan Zor | Oktay Aslan | Haluk Bingöl

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1058-1086

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301793

pISSN:

2687-1750

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the effect of nanoscience and nanotechnology education conducted in an Enriched Learning Environment ELE on middle school students awareness and perceptions of nanoscience and nanotechnology. A mixed research method was used in the study. An ELE was developed including various hands-on activities related to nanoscience and nanotechnology topics. The ELE, lasting four days, included activities such as preparation of nanomaterials, exploring size-dependent properties, observation at the nano scale, and engaging in nanotechnology applications. The study group consisted of 7th and 8th-grade middle school students. Data was collected using Nanotechnology Awareness Survey and the Student Perception Form. The Quantitative data were analyzed with SPSS 21, while qualitative data were analyzed using content analysis to evaluate the effects of the application. According to the results of the nanotechnology awareness survey, the nanoscience and nanotechnology education conducted in the ELE increased students awareness of nanotechnology. The findings from the Student Perception Form indicated that students positive views on nanotechnologys impact on their lives increased after participating in the ELE. Ambiguities about the benefits and harms of nanotechnology decreased, and the belief in both positive and negative effects increased. The study also revealed that technology, health, education, and food were the main areas students perceived nanotechnology could influence. Additionally, students exposure to information about nanoscience and nanotechnology increased after the ELE. Students expressed a desire to take nanotechnology-related courses at school and showed interest in pursuing careers in this field in the future. Furthermore, after the ELE, most students indicated they would use devices other than nanoscale observation tools to observe atoms.

 The aim of this study is to examine the effect of nanoscience and nanotechnology education conducted in an Enriched Learning Environment ELE on middle school students awareness and perceptions of nanoscience and nanotechnology. A mixed research method was used in the study. An ELE was developed including various hands-on activities related to nanoscience and nanotechnology topics. The ELE, lasting four days, included activities such as preparation of nanomaterials, exploring size-dependent properties, observation at the nano scale, and engaging in nanotechnology applications. The study group consisted of 7th and 8th-grade middle school students. Data was collected using Nanotechnology Awareness Survey and the Student Perception Form. The Quantitative data were analyzed with SPSS 21, while qualitative data were analyzed using content analysis to evaluate the effects of the application. According to the results of the nanotechnology awareness survey, the nanoscience and nanotechnology education conducted in the ELE increased students awareness of nanotechnology. The findings from the Student Perception Form indicated that students positive views on nanotechnologys impact on their lives increased after participating in the ELE. Ambiguities about the benefits and harms of nanotechnology decreased, and the belief in both positive and negative effects increased. The study also revealed that technology, health, education, and food were the main areas students perceived nanotechnology could influence. Additionally, students exposure to information about nanoscience and nanotechnology increased after the ELE. Students expressed a desire to take nanotechnology-related courses at school and showed interest in pursuing careers in this field in the future. Furthermore, after the ELE, most students indicated they would use devices other than nanoscale observation tools to observe atoms.

 The aim of this study is to examine the effect of nanoscience and nanotechnology education conducted in an Enriched Learning Environment ELE on middle school students awareness and perceptions of nanoscience and nanotechnology. A mixed research method was used in the study. An ELE was developed including various hands-on activities related to nanoscience and nanotechnology topics. The ELE, lasting four days, included activities such as preparation of nanomaterials, exploring size-dependent properties, observation at the nano scale, and engaging in nanotechnology applications. The study group consisted of 7th and 8th-grade middle school students. Data was collected using Nanotechnology Awareness Survey and the Student Perception Form. The Quantitative data were analyzed with SPSS 21, while qualitative data were analyzed using content analysis to evaluate the effects of the application. According to the results of the nanotechnology awareness survey, the nanoscience and nanotechnology education conducted in the ELE increased students awareness of nanotechnology. The findings from the Student Perception Form indicated that students positive views on nanotechnologys impact on their lives increased after participating in the ELE. Ambiguities about the benefits and harms of nanotechnology decreased, and the belief in both positive and negative effects increased. The study also revealed that technology, health, education, and food were the main areas students perceived nanotechnology could influence. Additionally, students exposure to information about nanoscience and nanotechnology increased after the ELE. Students expressed a desire to take nanotechnology-related courses at school and showed interest in pursuing careers in this field in the future. Furthermore, after the ELE, most students indicated they would use devices other than nanoscale observation tools to observe atoms.

 Bu çalışmanın amacı, Zenginleştirilmiş Öğrenme Ortamında ZÖO gerçekleştirilen nanobilim ve nanoteknoloji eğitiminin, ortaokul öğrencilerinin nanobilim ve nanoteknolojiye yönelik farkındalık ve görüşlerine etkisini incelemektir. Çalışmada karma araştırma yöntemi kullanılmıştır. Nanobilim ve nanoteknoloji konularının öğretimine yönelik çeşitli uygulamalı etkinliklerin yer aldığı ZÖO oluşturulmuştur. Dört gün süren ZÖOda nanomalzemelerin hazırlanması, boyuta bağlı özellikler, nano boyutta gözlem yapma ve nanoteknoloji uygulamaları gibi çeşitli etkinlikler yer almıştır. Çalışma grubunu 7. ve 8. sınıf ortaokul öğrencileri oluşturmaktadır. Veri toplama aracı olarak Nanoteknoloji Farkındalık Anketi ve Öğrenci Görüş Formu kullanılmıştır. Çalışmanın nicel verileri SPSS 21 programıyla, nitel verileri ise içerik analizi yapılarak çözümlenmiş ve uygulamanın etkileri değerlendirilmiştir. Nanoteknolojiye yönelik farkındalık anketi sonuçlarına göre, ZÖOnda gerçekleştirilen nanobilim ve nanoteknoloji eğitiminin öğrencilerin nanoteknolojiye yönelik farkındalıklarını arttırdığı görülmüştür. Öğrenci görüş formu sonuçlarına göre, ZÖO sonrasında öğrencilerin nanoteknolojinin hayatlarını olumlu yönde etkileyeceği yönündeki görüşleri artış göstermiştir. Nanoteknolojinin faydaları ve zararları yönündeki kararsızlıklar giderilerek her iki yönde de etkileri olabileceği görüşleri artmıştır. Nanoteknolojinin etkileyebileceği alanların başında teknoloji, sağlık, eğitim ve gıda alanlarının geldiği görülmektedir. ZÖO sonrasında öğrencilerin nanobilim ve nanoteknoloji ile ilgili duyumlarının arttığı görülmüştür. Öğrencilerin okullarında nanoteknoloji ile ilgili ders almak istedikleri ve gelecekte bu alanda bir meslekte çalışmak isteyebilecekleri görüşlerine ulaşılmıştır. Ayrıca ZÖO sonrasında öğrencilerin çoğunluğu atomları gözlemlemek için nanoboyutu gözleyecek cihazlardan yararlanacağını belirtmiştir.

Makale detayları

The Effect of Enriched Learning Environment on Students' Perceptions and Awareness of Nanoscience and Nanotechnology

Yazarlar:

Şeyma Çalık | Ayşe Koç | Tuba Şenel Zor | Erhan Zor | Oktay Aslan | Haluk Bingöl

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1058-1086

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301793

pISSN:

2687-1750

Nanoscience

Nanotechnology

Enriched Learning Environment

AwarenessNanobilim

Nanoteknoloji

Zenginleştirilmiş Öğrenme Ortamı

Farkındalık

Sayı

Makale detayları

Yazarlar: Şeyma Çalık | Ayşe Koç | Tuba Şenel Zor | Erhan Zor | Oktay Aslan | Haluk Bingöl

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1058-1086

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301793

pISSN: 2687-1750

Sayı

Yazarlar:

Şeyma Çalık | Ayşe Koç | Tuba Şenel Zor | Erhan Zor | Oktay Aslan | Haluk Bingöl

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.5 Issue 3, pp.1058-1086

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301793

pISSN:

2687-1750