Publication: Exposure to Nanoscience and Nanotechnology Using Guided-Inquiry-Based Activities with Silica Aerogel To Promote High School Students' Motivation
Issued Date
2019-06-11
Resource Type
ISSN
19381328
00219584
00219584
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2-s2.0-85065470122
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Mahidol University
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SCOPUS
Bibliographic Citation
Journal of Chemical Education. Vol.96, No.6 (2019), 1109-1116
Suggested Citation
Wichai Lati, Darapond Triampo, Supan Yodyingyong Exposure to Nanoscience and Nanotechnology Using Guided-Inquiry-Based Activities with Silica Aerogel To Promote High School Students' Motivation. Journal of Chemical Education. Vol.96, No.6 (2019), 1109-1116. doi:10.1021/acs.jchemed.8b00435 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/50562
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Title
Exposure to Nanoscience and Nanotechnology Using Guided-Inquiry-Based Activities with Silica Aerogel To Promote High School Students' Motivation
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Abstract
© 2019 American Chemical Society and Division of Chemical Education, Inc. Nanoscience and nanotechnology are the study and application of materials on a nanometer scale. These fields of study aid the developments of innovative technologies that play an important role in our everyday lives. Enabling students to learn these topics makes learning more meaningful and helps prepare them for future technologies. This study aimed to investigate the effects of learning activities about nanoscience and nanotechnology on students' motivation. The designed activities were based on guided-inquiry learning using silica aerogel as the nanomaterial. This material has many interesting properties such as high thermal insulation, low acoustic velocity, very low density, very high specific surface area, etc., which are influenced by structures on the nanometer scale. A variety of teaching methods, including learning with models, multimedia, hands-on activities, and guided-inquiry learning, were implemented to promote the students' motivation. There were 28 grade 12 science students sampled for this purpose. Three actual methods were adopted to determine the effectiveness of the learning activities, including questionnaires implemented before and after the activities, students' self-assessments, and semistructured interviews at the end of the activities. The results from the questionnaires showed that the students were highly motivated by the nanoscience and nanotechnology learning activities. The students' self-assessment and interviews revealed that the learning activities encouraged the students to learn by allowing them to experience various teaching materials. The students became more interested in finding more information about silica aerogel and other nanomaterials used in daily life.