摘要：The purpose of this study was to understand science teachers’ perceptions on integrating nanoscale science and technology (NST) ideas into their classrooms. Particularly, we studied barriers that might inhibit them from incorporating nanoscale science and technology ideas into their instruction. Fifteen teachers participated in a workshop, which provided them with instructional materials, resources and activities on emerging nanoscience topics that could be incorporated into their classes. Surveys were administrated at the beginning and at the end of the workshop, and follow-up interviews were conducted three months later. A case study of one of the teachers was performed by conducting a personal meaning mapping of his 39 middle-school students’ ideas on nanotechnology, following his instruction on NST. Our findings detail intrinsic and extrinsic barriers in teachers’ perceptions to implementation of nanoscale science and technology ideas into instruction. Teachers’ perceptions shifted over time, likely as a result of the participating in the workshop, and in the long term. We conclude with discussing four main themes that emerged from the data: teachers’ knowledge and capability to teach NST; suitability of NST for specific students’ age groups, school science curricula and standards; time constraints in the curriculum and to prepare lessons on NST; and teaching materials and resources on NST.
