The effect of activity-based nanoscience and nanotechnology education on pre-service science teachers' conceptual understanding

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dc.contributor.authorZor, Tuba Senel
dc.contributor.authorAslan, Oktay
dc.date.accessioned2024-02-23T13:59:24Z
dc.date.available2024-02-23T13:59:24Z
dc.date.issued2018
dc.departmentNEÜen_US
dc.description.abstractThe purpose of the study was to examine the effect of activity-based nanoscience and nanotechnology education (ABNNE) on pre-service science teachers' (PST') conceptual understanding of nanoscience and nanotechnology. Within this context, the study was conducted according to mixed methods research with the use of both quantitative and qualitative methods. The participants were 32 PST who were determined by using criterion sampling that is one of the purposive sampling methods. ABNNE was carried out during 7 weeks as 2 h per week in special issues at physics course. Design and implementation of ABNNE were based on Big Ideas which was found in literature and provided guidance for teaching nanoscience and nanotechnology. All activities implemented during ABNNE were selected from literature. Nanoscience and Nanotechnology Concept Test (NN-CT) and Activity-Based Nanoscience and Nanotechnology Education Assessment Form (ABNNE-AF) were used as data collection tools in research. Findings obtained with data collection tools were discussed with coverage of literature. The findings revealed that PST conceptual understanding developed following ABNNE. Various suggestions for increasing PST conceptual understanding of nanoscience and nanotechnology were presented according to the results of the study.en_US
dc.description.sponsorshipNecmettin Erbakan University Scientific Research Grant [151310005]en_US
dc.description.sponsorshipThis study was supported in part by Necmettin Erbakan University Scientific Research Grant (grant number 151310005) as thesis project.en_US
dc.identifier.doi10.1007/s11051-018-4182-x
dc.identifier.issn1388-0764
dc.identifier.issn1572-896X
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85044219315en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1007/s11051-018-4182-x
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11167
dc.identifier.volume20en_US
dc.identifier.wosWOS:000427652300001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal Of Nanoparticle Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectActivity-Based Learningen_US
dc.subjectNanoscience And Nanotechnology Educationen_US
dc.subjectConceptual Understandingen_US
dc.subjectPre-Service Science Teachersen_US
dc.titleThe effect of activity-based nanoscience and nanotechnology education on pre-service science teachers' conceptual understandingen_US
dc.typeArticleen_US

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