ferrofluids must have practical applications and 61% of them think that application
can exist but they have no idea where and how.
La last item of the survey was designed to measure the interest of students in
understanding how a device or gadget is working and about their readiness to
participate in informal activities based on nanotechnology topics. About 70% of
the students are interested in practicing for understanding how their smart phone or
tablet is working.
17.3 Conclusions
The research has been carried out in order to identify the level of knowledge as well
as the interest of high school students toward the field of new technologies and
nanoscience. Based on the answers given to the first questions it can be stated that the
students consider physics a particularly important science and have clear ideas of
fields and activities that was revolutionized by the progress of Physics as applied
science. Most of the examples that they provided represent big advancement in the
humanity history showing that in the classroom the teachers are used to give
significant example. The teachers do not use examples from new technologies and
nanoscience probably because in their initial training did not became familiar with
such topics. All the items related to the contents and concept familiar for the students
from the formal education got expected god answers underlining once more the
importance of formal education in achieving desired scientific key competence the
fundament for social and professional insertion. The items related to the new
technologies and students’ opinion demonstrate that students are not familiarized
with basic concepts in the field but they manifest high interest in hands on activities
using devices or gadgets incorporating these new technologies. The students’
answers emphasize the students need in knowing more about science progresses
and the necessity of introducing more and more formal and informal activities for
and with new technologies.
References
Besson U (2004) Students’ conceptions of fluids. Int J Sci Educ 26(14):1683–1714. https://doi.org/
10.1080/0950069042000243745
Darling-Hammond L, Flook L, Cook-Harvey C, Barron B, Osher D (2019) Implications for
educational practice of the science of learning and development. Appl Dev Sci. https://doi.
org/10.1080/10888691.2018.1537791
Guisasol J, Almudí JM, Zubimendi JL (2004) Difficulties in learning the introductory magnetic
field theory in the first years of university. Sci Educ 88(3):443–464. https://doi.org/10.1002/sce.
10119
220
O. V. Caroaie and O. F. Caltun
can exist but they have no idea where and how.
La last item of the survey was designed to measure the interest of students in
understanding how a device or gadget is working and about their readiness to
participate in informal activities based on nanotechnology topics. About 70% of
the students are interested in practicing for understanding how their smart phone or
tablet is working.
17.3 Conclusions
The research has been carried out in order to identify the level of knowledge as well
as the interest of high school students toward the field of new technologies and
nanoscience. Based on the answers given to the first questions it can be stated that the
students consider physics a particularly important science and have clear ideas of
fields and activities that was revolutionized by the progress of Physics as applied
science. Most of the examples that they provided represent big advancement in the
humanity history showing that in the classroom the teachers are used to give
significant example. The teachers do not use examples from new technologies and
nanoscience probably because in their initial training did not became familiar with
such topics. All the items related to the contents and concept familiar for the students
from the formal education got expected god answers underlining once more the
importance of formal education in achieving desired scientific key competence the
fundament for social and professional insertion. The items related to the new
technologies and students’ opinion demonstrate that students are not familiarized
with basic concepts in the field but they manifest high interest in hands on activities
using devices or gadgets incorporating these new technologies. The students’
answers emphasize the students need in knowing more about science progresses
and the necessity of introducing more and more formal and informal activities for
and with new technologies.
References
Besson U (2004) Students’ conceptions of fluids. Int J Sci Educ 26(14):1683–1714. https://doi.org/
10.1080/0950069042000243745
Darling-Hammond L, Flook L, Cook-Harvey C, Barron B, Osher D (2019) Implications for
educational practice of the science of learning and development. Appl Dev Sci. https://doi.
org/10.1080/10888691.2018.1537791
Guisasol J, Almudí JM, Zubimendi JL (2004) Difficulties in learning the introductory magnetic
field theory in the first years of university. Sci Educ 88(3):443–464. https://doi.org/10.1002/sce.
10119
220
O. V. Caroaie and O. F. Caltun