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Abstract
This research aimed at proposing a framework of the secondary-stage Physics curriculum in light of nanotechnology concepts. It also aimed at testing the effectiveness of this proposed framework in developing the students’ achievement and awareness of nanotechnology applications. The current research, consequently, investigated this main question: What is the proposed framework of the secondary-stage Physics curriculum in light of nanotechnology concepts?
This question branches out into the following sub-questions:
1. What are the nano-technology concepts to be integrated into the secondary-stage Physics curriculum?
2. How far are these concepts integrated into the secondary-stage Physics curriculum?
3. What is the proposed framework of the secondary-stage Physics curriculum in light of the nano-technology concepts?
4. What is the effectiveness of a selected unit of the proposed Physics curriculum, integrating nano-technology concepts, in developing the secondary-stage students’ achievement?
5. What is the effectiveness of the selected unit in developing the secondary-stage students’ awareness of nano-technology concepts?
6. What is the correlation between the secondary-stage students’ achievement and their awareness of nano-technology concepts?. The results revealed the following:
1. There was a statistically significant difference between the mean scores of the research group (who are taught the two selected units of the developed curriculum) in the pre-test of achievement and theirs in the post test, in favor of the post-test.
2. The two units taught proved a reasonable level of effectiveness in developing the research group students’ achievement of nanotechnlogy concepts and applications as measured by Blake’s modified ratio.
3. There was a statistically significant difference between the mean scores of the research group in the pre-assessment scale of awareness and theirs in the post-assessment, in favor of the post-assessment.
4. The two units taught proved a reasonable level of effectiveness in developing the research group students’ awareness of nanotechnlogy concepts and applications as measured by Blake’s modified ratio.
5. there was a correlation between the scores of the research group students in the achievement post-test of nanotechnology concepts and its applications and their scores in the awareness scale.