https://doi.org/10.4081/peasa.55
Pathways to understanding nanotechnology for elementary students: Implications for teaching with web-supported problem-based learning
Submitted: February 18, 2025
Accepted: April 23, 2025
Published: May 26, 2025
Accepted: April 23, 2025
Abstract Views: 186
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All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
This article reviews the affordances of multimedia-based Problem-based learning (PBL) and its applications for the teaching and learning of nanotechnology to elementary students. The content of a web-supported module on nanomaterials is reviewed, and its effectiveness for guiding informed decision-making among elementary students choosing between sunscreens containing nano-sized particles and regular-sized particles is discussed. Outcomes of the module include significant gains in elementary students’ science conceptual understanding, attitude towards science, and societal risks and benefits of nanotechnology. The use of multimedia-based modules may provide instructional support to teachers who hope to inform students of the importance of hands-on science and the scientific method that should drive the decision-making process by elementary students. Recommendations for teaching are discussed with implications for policy and integrating artificial intelligence into PBL.
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How to Cite
Kumar, D. D., & Sembiante, S. F. (2025). Pathways to understanding nanotechnology for elementary students: Implications for teaching with web-supported problem-based learning. Proceedings of the European Academy of Sciences and Arts, 4. https://doi.org/10.4081/peasa.55
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