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4 results on '"Ghattas, Nadira I."'

1. Integrating Nanotechnology into School Education: A Review of the Literature

Author

Ghattas, Nadira I. and Carver, Jeffrey S.

Abstract

Background: In this era of rapid technical advancement, there are growing debates around the idea of nanotechnology, which are both timely and controversial. Nanotechnology materials are being utilized in our daily lives in many ways, often without consumer knowledge. Due to the explosion of nanotechnology applications, there is a necessity to update school science curricula by integrating nanotechnology-related concepts that are both relevant and meaningful to students. The integration of nanotechnology in school science curricula comes in response to nanoscientific development and our mission as educators to instill and arouse students' curiosity in learning about both what is and what will be more dominantly occupying the marketplace. Purpose: The purpose of this review was to set a baseline for the current work being conducted in moving nanotechnology-based activities into the school science setting. Design and methods: The review was implemented by searching LexisNexis Academic, EBSCOhost, Academic Search Complete, Education Search Complete as well as Google Scholar using search terms of nanotechnology, nanotechnology in schools, nanotechnology activities, history of nanotechnology, implications of nanotechnology, issues of nanotechnology and related combinations with nanotechnology as a consistent keyword. Returned articles were categorized by thematic content with primary and seminal work being given priority for inclusion. Conclusions: Current literature in the area of nanotechnology integration into school science curricula presented seven key categories of discussion: the origins of nanotechnology, challenges for educational implementation, currently available school activities, current consumer product applications, ethical issues, recommendations for educational policy, and implications of nanotechnology. There is limited availability of school-based activities. There are strong proponents for including nanotechnology in school science curricula. However, barriers to that inclusion are both real and perceived and are consistent with barriers reported for including other new science topics in the curricula, such as time, curricular and cognitive overload, and inclusion on assessment.

Published
2012
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4. Middle and High School Science Teachers' Attitudes toward Nanotechnology and Intention to Implement it in Science Classrooms

Author

Ghattas, Nadira I.

Abstract

This study was designed to determine the relationship between attitudes toward nanotechnology and the intention of implementing it in science classrooms; to detect the relationship between attitudes and other influential factors (knowledge and self-confidence, professional development, professional context, personal research experience, and personal practice of bringing nanotechnology in science classrooms); to highlight the salient attitudes of science teachers toward nanotechnology and implementing its related content, materials, and activities in science classrooms; and to identify the salient factors that would facilitate the process of integrating nanotechnology in science classrooms.;Science Teachers' Attitudes toward Nanotechnology (STAT-N) survey and semi-structured interview were both used to collect data. Correlation was conducted to explore the relationship between attitudes and intention, and between attitudes and the above mentioned factors. The grounded theory approach was applied to identify science teachers' salient attitudes toward nanotechnology and implementing it in science classrooms, and to determine the facilitators that would help with the process of implementing nanotechnology in science classrooms. Regression analysis was also used to identify the facilitators that would help science teachers with integrating nanotechnology in science classrooms.;Statistical analyses revealed a statistically significant relationship between attitudes and intention, p < .05; statistically significant relationships between attitudes and the other influential factors (knowledge and self-confidence, professional development, professional context, personal research experience, and personal practice of bringing nanotechnology in science classrooms), p < .05; and that all of these factors but attitudes and research were statistically significant factors in predicting and teachers' intention of implementing nanotechnology in science classrooms. Professional development (PD) factor was the best predictor (beta = .32) among other factors.;Qualitative results unfolded that attitudes toward nanotechnology and its implementation in science classrooms are influenced by personal perspectives and by inhibiting factors that are related to school and student type, curriculum determinants, time constraints, social influences, lack of resources, lack of PD, lack of knowledge and self-confidence. Facilitators were offered to address some of these limiting factors.

Published
2015

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