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This paper focuses on the introduction of Nanoscience-Nanotechnology (NST) content to kindergarten students. Four educational interventions were developed to explore kindergarten students’ ability to use linear causal reasoning based on NST-related agents concerning the lotus effect, gecko effect, protection masks against coronavirus and NST for restoring marble sculptures. Data were collected through semi-structured interviews and kindergarten students’ drawings. The results provide evidence that educational interventions can facilitate the development of linear causal reasoning when students attempt to explain NST-related processes, incorporating essential elements of the scientific model.

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Is It Possible to Teach Nanoscience-Nanotechnology Content to Kindergarten Students?

  • 章节

  • 发表日期：

    2025年

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  • Giorgos Peikos,
  • Anna Spyrtou,
  • Giorgos Antoniadis,
  • Katerina Karategou,
  • Maria Tzioli,
  • Olga Kremmyda,
  • Spyridoula Gkiremezi

摘要

This paper focuses on the introduction of Nanoscience-Nanotechnology (NST) content to kindergarten students. Four educational interventions were developed to explore kindergarten students’ ability to use linear causal reasoning based on NST-related agents concerning the lotus effect, gecko effect, protection masks against coronavirus and NST for restoring marble sculptures. Data were collected through semi-structured interviews and kindergarten students’ drawings. The results provide evidence that educational interventions can facilitate the development of linear causal reasoning when students attempt to explain NST-related processes, incorporating essential elements of the scientific model.