How Might Adults Learn about New Science and Technology? The Case of Nanoscience and Nanotechnology

Autor/inn/en	Gilbert, John Kenward; Lin, Huann-shyang
Titel	How Might Adults Learn about New Science and Technology? The Case of Nanoscience and Nanotechnology
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 3 (2013) 3, S.267-292 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2012.736035
Schlagwörter	Foreign Countries; Adult Learning; Science Education; Molecular Structure; Technology; Interdisciplinary Approach; Technological Advancement; Informal Education; Mass Instruction; Scientific and Technical Information; Information Dissemination; Scientific Literacy; Misconceptions; Risk; Public Opinion; Scientific Attitudes; Museums; Science Teaching Centers; News Media; Popular Culture; Books; Radio; Television; Films; Internet; Information Sources; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Adulte education; Adult training; Erwachsenenbildung; Naturwissenschaftliche Bildung; Technologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Technological development; Technologische Entwicklung; Informelle Bildung; Nichtformale Bildung; Informationsverbreitung; Missverständnis; Risiko; Öffentliche Meinung; Museum; Museumswesen; Museen; Nachrichtenwesen; Popkultur; Book; Buch; Monographie; Monografie; Fernsehen; Fernsehtechnik; Film; Information source; Informationsquelle
Abstract	The nature of nanoscience and nanotechnology (collectively, nano) are discussed as important examples of the modern sciences and technologies that are having an increasing impact on all aspects of life. In this Position paper, general proposals are made for the levels of understanding of nano that might be attained by whole populations. The ideas that should be addressed in those levels of understanding are reviewed. The scope and limitations of formal and informal avenues to the attainment of such understanding are outlined. Proposals are made for the aspects of nano that are best conveyed by the different media available for informal provision and illustrated from the scant documentation of contemporary practice. Last, some substantial issues for further research and development are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01