Nanotechnology in undergraduate education
Presentation
Overview
Overview
Description
This exploratory study changes in risk and benefit perceptions of university students following three instructional approaches on the
topic of nanotechnology. Surveys and interviews were used as mixed methods tools to evaluate student risk perceptions both before
and after the instructional interventions. Significant quantitative differences were found in the benefit perception of students receiving
the instructional approach discussing both nanotechnology content and societal issues. Qualitative differences were seen in the concerns
that students had for particular nanotechnology risks. Implications of this study on nanotechnology curriculum development and the
knowledge deficit model are discussed.
