Developing student-made artifacts on nanotechnology issues in a context of interacting formal and informal learning settings



This paper examines student-curated artifacts that were developed in the context of a teaching module on nanotechnology applications that combined formal and informal learning experiences. Deriving from the fact that the negotiation of modern scientific objects constitutes a suitable field for the harmonious connection between formal and informal education, the present study aims to delve into students' understanding of nanotechnology concepts, as reflected in student-curated artifacts. Fifteen teachers and 298 students took part in the study developing a total of 19 artifacts on nanotechnology issues and their societal implications. The results show that such a partnership can help students acquire, depending on their level and cognitive background, basic knowledge on key nanotechnology concepts and to communicate it using multiple activities of graded cognitive demands.


Student artifacts, nanotechnology, science communication, combination of formal-informal education

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