Abstract:
This article addresses and highlights the possibilities for the insertion of Nanoscience and Nanotechnology (N&N) topics in teaching, according to teachers’ views. To do so, the article centers on the results of a qualitative study based on content analysis, which was carried out with mathematics and natural science teachers in secondary and higher education. In addition, required curriculum documents were analyzed which concern these fields of knowledge and cover those specific topics. The results point to three perspectives for the insertion of N&N topics in professional practices: a basic approach to developing content, integrated curricular content, and supplementary classroom activities. In this last perspective, the teacher seeks to supplement classroom approaches with extra class activities in which it is possible to deepen knowledge, with an emphasis on science and technology. Therefore, there is legal support for the insertion of N&N topics, as well as emerging social, economic and environmental needs that require compatible professional training and, consequently, more investments in education.
Keywords:
Nanoscience; Nanotechnology; Secondary school; Higher education