Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities
Abstract This study seeks to explore the perspectives of science teacher candidates on nanoscience and nanotechnology, aiming to enhance their understanding through structured activities. Undergraduate students training to become science teachers were selected as the participants for this research....
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2025-07-01
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| Series: | Scientific Reports |
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| Online Access: | https://doi.org/10.1038/s41598-025-12458-w |
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| author | Emine Tenekecigil İshak Afşin Kariper |
| author_facet | Emine Tenekecigil İshak Afşin Kariper |
| author_sort | Emine Tenekecigil |
| collection | DOAJ |
| description | Abstract This study seeks to explore the perspectives of science teacher candidates on nanoscience and nanotechnology, aiming to enhance their understanding through structured activities. Undergraduate students training to become science teachers were selected as the participants for this research. The study was conducted using a qualitative methodology, with a case study design serving as the framework. Data collection involved semi-structured interviews, observation forms, and questionnaires. Survey and observation data were analyzed descriptively, while interview responses were examined using content analysis. An analysis of existing literature on nanoscience and nanotechnology education revealed that the majority of studies focused on informational presentations, with only a limited number incorporating experimental applications. Acknowledging the importance of embedding nanoscience education into science curricula, this research was structured in two stages: introductory presentations and practical experimental tasks. Following the presentations, participants engaged in experiments on optics and magnetism using nanomaterials, enabling them to directly observe physical changes at the nanoscale. This research presents an innovative approach by combining prior scientific knowledge with hands-on experiments and direct observations to teach nanoscience and nanotechnology concepts. Unlike earlier studies, it integrates nanoscience education with traditional science subjects, making the content more accessible and engaging for learners. The results revealed a significant increase in the interest and awareness of science teacher candidates toward nanoscience and nanotechnology. Additionally, participants strongly advocated for the inclusion of nanoscience education in university curricula, emphasizing its importance in science teaching. |
| format | Article |
| id | doaj-art-9a3697f9197b4c3baa2013c3a7ee4c53 |
| institution | Kabale University |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj-art-9a3697f9197b4c3baa2013c3a7ee4c532025-08-20T03:42:22ZengNature PortfolioScientific Reports2045-23222025-07-0115111910.1038/s41598-025-12458-wDetermination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activitiesEmine Tenekecigil0İshak Afşin Kariper1Faculty of Education, Erciyes UniversityFaculty of Education, Erciyes UniversityAbstract This study seeks to explore the perspectives of science teacher candidates on nanoscience and nanotechnology, aiming to enhance their understanding through structured activities. Undergraduate students training to become science teachers were selected as the participants for this research. The study was conducted using a qualitative methodology, with a case study design serving as the framework. Data collection involved semi-structured interviews, observation forms, and questionnaires. Survey and observation data were analyzed descriptively, while interview responses were examined using content analysis. An analysis of existing literature on nanoscience and nanotechnology education revealed that the majority of studies focused on informational presentations, with only a limited number incorporating experimental applications. Acknowledging the importance of embedding nanoscience education into science curricula, this research was structured in two stages: introductory presentations and practical experimental tasks. Following the presentations, participants engaged in experiments on optics and magnetism using nanomaterials, enabling them to directly observe physical changes at the nanoscale. This research presents an innovative approach by combining prior scientific knowledge with hands-on experiments and direct observations to teach nanoscience and nanotechnology concepts. Unlike earlier studies, it integrates nanoscience education with traditional science subjects, making the content more accessible and engaging for learners. The results revealed a significant increase in the interest and awareness of science teacher candidates toward nanoscience and nanotechnology. Additionally, participants strongly advocated for the inclusion of nanoscience education in university curricula, emphasizing its importance in science teaching.https://doi.org/10.1038/s41598-025-12458-wExperimentScience educationNanotechnology in science educationNanoscienceNanotechnology |
| spellingShingle | Emine Tenekecigil İshak Afşin Kariper Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities Scientific Reports Experiment Science education Nanotechnology in science education Nanoscience Nanotechnology |
| title | Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities |
| title_full | Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities |
| title_fullStr | Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities |
| title_full_unstemmed | Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities |
| title_short | Determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities |
| title_sort | determination of the opinions of science teacher candidates about nanoscience and nanotechnology and their development through activities |
| topic | Experiment Science education Nanotechnology in science education Nanoscience Nanotechnology |
| url | https://doi.org/10.1038/s41598-025-12458-w |
| work_keys_str_mv | AT eminetenekecigil determinationoftheopinionsofscienceteachercandidatesaboutnanoscienceandnanotechnologyandtheirdevelopmentthroughactivities AT ishakafsinkariper determinationoftheopinionsofscienceteachercandidatesaboutnanoscienceandnanotechnologyandtheirdevelopmentthroughactivities |