Nanotechnology in Kindergarten. Is there any Learning Gain using an ICT-based Approach?

Abstract

This study focuses on the teaching/learning of nanotechnology-related concepts in kindergarten through an inquiry-based approach using digital scenarios in the Go-Lab platform. The change in children's views and level of understanding of the concepts, phenomena, tools, and applications of nanotechnology were investigated after their participation in an educational intervention. Using a variety of qualitative research methods, we collected data from interviews and student drawings. Our findings support the claim that students improved their understanding, but the topic was challenging and thus presented some difficulties. To overcome these difficulties, we suggest using more visual than textual types of information, as this has been shown to be more appropriate for students of this age.