Teaching nanotechnology concepts in early-primary education: an experimental study using digital games

Abstract

ABSTRACT Nanoscience and Nanotechnology (NST) education is at the forefront of an emerging interdisciplinary frontier, ready to address global challenges. In this context, our research adopts a distinctive approach—using software applications in digital games to introduce young children to NST concepts and analyse resulting learning outcomes. The three-step research unfolds strategically, aiming to assess the effectiveness of two distinct digital technologies (computers and tablets) at an introductory level, influencing children's understanding of Nanotechnology concepts. One hundred fifty second-grade students, divided into experimental and control groups, participated in an exploration facilitated by the Test for the NANOtechnology Elementary Knowledge Assessment (TENANO). This tool meticulously measures the depth of children's knowledge about size, a fundamental aspect of NST. The experimental groups, especially the tablet group, significantly outperformed their post-test control counterparts. This marks a pioneering stride in early primary education. By leveraging children's familiarity with digital technology, this research harnesses the recent health crisis to advance NST education through interactive games, leaving a distinctive mark on early-primary NST education and paving the way for transformative educational methodologies.