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2017 | 3(67) | 266-277

Article title


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Information and Communication Technologies use for Learning Nanotechnologies in Secondary School.

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Incorporating Nanotechnologies in a course of school physics requires an update of material and technical basis and implementation of information and communication technologies. The introduction of educational innovations will promote education informatization, meet educational needs of students and prepare young generation to life in nanotechnological society. The purpose of the article is to prove the feasibility of using ICT in studying the nanoscience and nanotechnology in secondary school. The main directions for use of information and communication technologies are listed according to the methods and forms of pupils’ education in teaching nanotechnologies: preparation of printed handouts; visualization of nanotechnological processes using multimedia technologies; illustration of content tasks; interactive learning in individual mode; use of virtual reality and modeling software for visualization and research of real nanotechnology process; execution of computer labs; processing and analysis of research findings or observations; use of tests for centralized and more objective monitoring of the quality of students’ knowledge; use of search, interactive and informational opportunities of Internet resources by the teacher and students. Information and communication technologies allow teacher to form pupils’ idea about nano-objects, nanomaterials and their properties in more details, to acquaint pupils with modern means of experimental research of nanometer range objects; to increase the efficiency of educational process based on the skills of independent work with educational material, ability to plan execution research tasks, analyze the data, draw conclusions and evaluate the results. The use of information and communication technologies in teaching nanotechnology is a means of formation pupils’ information competence. Features of the implementation of the educational potential of ICT in teaching nanotechnologies were identified: increase of cognitive interest of students to study nanoscience; differentiation and individualization of educational trajectory; control and diagnostics of pupils’ knowledge quality on nanotechnology; teaching nanotechnology at academic level; developing skills of modeling objects and processes of nanoworld; nanoworld simulation process that cannot be replicated in the laboratory experiment conditions; acquaintance with the structure and principles of nanotechnology equipment. The prospects for the future research are seen in creation of Ukrainian educational and methodological complex for studying nanotechnology that will be available online.


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