Abstract
Nanotechnology is considered as one of the 21st century’s key technologies that can be helpful in solving some of the greatest challenges of our time. Because of this technology’s distinct influence on our future, it is predestined to be a part of today’s school education. However, the economical and scientific relevance of this technology is not yet reflected appropriately in present federal and school curricula. Therefore, this work aims at a conceptualization of “nano” for school chemistry education and school laboratories. Within the framework of the Model of Educational (Didactic) Reconstruction, the key science concepts and principles of nanotechnology as well as students’ conceptions on this technology are identified. Together, they form a basis for the design of didactic projects on nanotechnology for school chemistry education, school laboratories, teacher formation and vocational teacher trainings. In this work, course concepts, educational materials and experiments out of nine didactic projects are presented along with practical experiences and evaluation results.
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