Middle and High School Science Teachers' Attitudes toward Nanotechnology and Intention to Implement it in Science Classrooms.

摘要

This study was designed to determine the relationship between attitudes toward nanotechnology and the intention of implementing it in science classrooms; to detect the relationship between attitudes and other influential factors (knowledge and self-confidence, professional development, professional context, personal research experience, and personal practice of bringing nanotechnology in science classrooms); to highlight the salient attitudes of science teachers toward nanotechnology and implementing its related content, materials, and activities in science classrooms; and to identify the salient factors that would facilitate the process of integrating nanotechnology in science classrooms.;Science Teachers' Attitudes toward Nanotechnology (STAT-N) survey and semi-structured interview were both used to collect data. Correlation was conducted to explore the relationship between attitudes and intention, and between attitudes and the above mentioned factors. The grounded theory approach was applied to identify science teachers' salient attitudes toward nanotechnology and implementing it in science classrooms, and to determine the facilitators that would help with the process of implementing nanotechnology in science classrooms. Regression analysis was also used to identify the facilitators that would help science teachers with integrating nanotechnology in science classrooms.;Statistical analyses revealed a statistically significant relationship between attitudes and intention, p < .05; statistically significant relationships between attitudes and the other influential factors (knowledge and self-confidence, professional development, professional context, personal research experience, and personal practice of bringing nanotechnology in science classrooms), p < .05; and that all of these factors but attitudes and research were statistically significant factors in predicting and teachers' intention of implementing nanotechnology in science classrooms. Professional development (PD) factor was the best predictor (beta = .32) among other factors.;Qualitative results unfolded that attitudes toward nanotechnology and its implementation in science classrooms are influenced by personal perspectives and by inhibiting factors that are related to school and student type, curriculum determinants, time constraints, social influences, lack of resources, lack of PD, lack of knowledge and self-confidence. Facilitators were offered to address some of these limiting factors.