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Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie
Stockholms Universitet.
Filosofi och historia, KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och teknikhistoria, Filosofi.ORCID-id: 0000-0003-3799-4814
2016 (svensk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, nr 2, s. 218-234Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
2016. Vol. 12, nr 2, s. 218-234
Emneord [sv]
Sociovetenskapliga frågor
HSV kategori
Identifikatorer
URN: urn:nbn:se:kth:diva-198615OAI: oai:DiVA.org:kth-198615DiVA, id: diva2:1057619
Merknad

QC 20170111

Tilgjengelig fra: 2016-12-19 Laget: 2016-12-19 Sist oppdatert: 2017-11-29bibliografisk kontrollert

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