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Researchers and educators have recently stressed the importance of our children becoming "nano-literate"
in order to meet the future needs in this field (NSTC, 2000). However, one identified obstacle in the way of meeting
this goal is well described by Sabelli et al. (2005): “The problem is conceptual and practical; objects and concepts
at the nanoscale are hard to visualize, difficult to describe, abstract, and their relationships to the observable
world can be counterintuitive” (p.3). Therefore, the inter¬disciplinary nature of nanoscale science, engineering,
and technology requires changes in how students and professionals are educated and trained for careers in these fields.
It has then become imperative to start educating our middle school students to become aware of nanotechnology and to
promote a deeper understanding of the underlying concepts of nanoscience.
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