Integrating Nanoscience/Nanotechnology Advances in ICT and Chemistry into the Secondary School Curriculum in Rivers State

Abstract

Nanoscience and nanotechnology are fundamental, crucial and basic ingredients in today’s contemporary world where considerations are accorded to comfortability. Everyone wants to do something with maximum ease. For instance, the idea of carrying large goods in the form of medicines, papers, money, etc is conquered as these things are being handled in a miniaturized form. The rapid growth and societal significance of Nanoscience and Nanotechnology (NST) calls for an urgent need for addressing these topics in school curricula. Nano-scale material which helps in producing new materials that can be used in the fields of medicine, industry, engineering, agriculture, drugs, communications, defense, space, among others. This study highlights the ground works and the building blocks of these concepts in responding to those needs in the Secondary School Curriculum. The research design is survey of computer and chemistry teachers’ awareness of nanoscience and nanotechnology concepts in secondary schools, and computer and chemistry teachers’ opinions of integrating nanosience and nanotechnology concepts into the secondary school curriculum. A sample of 38 teachers (20 Computer and 18 Chemistry) in 20 secondary schools in Ahoada West and Abua/Odual was purposively selected and utilized for the study. One instrument developed by the researchers was used for this study. The instrument has two clusters-A and B. Cluster A covers Computer and Chemistry Teachers’ Awareness of Nanoscience and Nanotechnology Concepts in Secondary Schools (CCTANNCSS). The second, cluster B covers Computer and Chemistry Teachers’ Opinions of Integrating Nanoscience and Nanotechnology Concepts into the Secondary School Curriculum (CCTOINNCSSC). The instrument was validated by two experts in computer and chemistry. Cronbach Alpha was used to calculate the reliability index of the instrument. The reliability coefficients of 0.78 and 0.81 were gotten respectively for cluster A and B. It was concluded that computer and chemistry teachers have low awareness level since the mean value of 2.03 is below the 2.5 benchmark of high level. It is therefore recommended, among others, that at secondary school level greater attention needs to be given to pedagogical information on nanoscience and nanotechnology.

Keywords: Nanoscience, Nanotechnology concepts, Integrating, pedagogic information, ICT and Chemistry curriculum.

DOI: 10.7176/CMR/14-2-04

Publication date:May 31^st 2022