ABSTRACT Background Nanotechnology is a field of science with increasing importance in the scientific community, hence there is an arising need for future scientists who will be able to compose a future ‘nano-workforce’. Therefore, the integration of this field in university curricula is of great importance. Even though the educational significance of nanotechnology is well-established, there is little precedent in the science education literature for teaching learning sequences for university education, based on a robust theoretical framework. Purpose This study aims at addressing this challenge by investigating undergraduate students’ ideas during a teaching learning sequence about the size-dependent optical properties of nanomaterials. Sample The study was conducted with eight undergraduate students from the Departments of Chemistry and Physics. Design and methods This investigation implemented a teaching experiment design. Results The analysis yielded a series of ideas, as well as the factors that potentially trigger them. While students appear to initially perceive optical properties as size-independent, through activities and inputs by the researcher this view changes to partially size-dependent, and finally to fully size-dependent. Conclusions The findings of this study could prove to be a valuable foundation for designing future teaching and learning sequences in tertiary education.
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