Science teachers and teacher candidates’ basic knowledge, opinions and risk perceptions about nanotechnology

Abstract

Teachers’ perceptions and knowledge concerning nanotechnologies can influence their approach to science-technology teaching and their teaching behaviors. The purpose of the present study is to gain insight into the Science and Technology teachers (n=24) and teacher candidates’ (n=147) basic knowledge and opinions about and risk perception of nanotechnology. In the present study, nanotechnology questionnaire consisting of 9 items was used. In the analysis of the data, descriptive and interpretive statistical methods were used. In general, it was concluded from the results that they have “moderate” information about nanotechnology that learned mostly from the things heard around and their knowledge base was found to be inadequate. While the participants have positive attitudes towards the nanotechnology, they have some concerns about whether the necessary measures will be taken to minimize the potential risks of nanotechnology-related applications. In light of the findings of the present study, some suggestions were made to develop positive attitudes towards nanotechnology and for teaching nanotechnology related issues in National Science and Technology curriculum.