Could Nanotechnology Spark Elementary Students’ Curiosity in Science?
As science achievement and engagement continue to decline among elementary students nationwide, researchers from ×ó°®ĘÓƵ’s College of Education offer a promising path forward. By introducing nanotechnology through a multimedia-rich, problem-based learning model, they are helping young learners connect classroom science with real-world challenges – sparking curiosity, building critical thinking skills, and strengthening science literacy from an early age.
National assessments show a troubling trend: fourth-grade science scores have dropped or stagnated across key domains, including life, earth and physical sciences. These early setbacks have long-term implications, contributing to low enrollment and high dropout rates in STEM fields in higher education. A key factor driving these outcomes is students’ difficulty connecting science concepts to their lives – leading to disinterest, underdeveloped reasoning skills and a disconnect from the role of science in society.
To combat this issue, ×ó°®ĘÓƵ researchers have turned to nanotechnology – an increasingly relevant and multidisciplinary field – as a context for cultivating critical thinking and decision-making skills in elementary students. Nanotechnology is the science of working with things that are extremely small – much smaller than we can see. Scientists use it to create tiny materials and devices with special abilities that can help in medicine, electronics and more.
The ×ó°®ĘÓƵ researchers’ approach, published in the , centers on web-supported, multimedia-based problem-based learning (PBL), and the way it might be used for the teaching and learning of nanotechnology to elementary school students allowing students to engage deeply with scientific ideas through guided inquiry, hands-on exploration and real-world problem-solving.
This approach is based on PBL with nanotechnology modules developed and field tested among elementary school students by David Devraj Kumar, Ed.D., senior author, a professor of science education and founding director of the STEM Education Laboratory in the ×ó°®ĘÓƵ College of Education, with funding from the Ewing Marion Kauffman Foundation. Kumar found that students who participated in the “Catching the Rays” module showed significant gains in science understanding, more positive attitudes toward science and a greater awareness of nanotechnology’s societal impacts. These outcomes are consistent with a growing body of research demonstrating the benefits of PBL-based learning in enhancing students’ conceptual understanding and decision-making skills, even at the elementary level.
“In our work, we’ve seen that a one-size-fits-all approach to science education is simply not effective,” said Kumar. “Web-supported problem-based learning in nanotechnology isn’t just about teaching science content – it’s about enlarging the context of science learning so students can see how it applies to the world around them.”
The Catching the Rays module places students in the role of informed consumers. They are tasked with choosing between sunscreens made with nano-sized versus regular-sized zinc oxide particles – a decision grounded in scientific investigation and critical thinking. Through a combination of engaging multimedia elements such as videos, sound, diagrams and animations, students learn about nanoscale properties, health and environmental impacts, and the trade-offs between different types of technology.
The module is structured around the Legacy Cycle, a research-based instructional model that encourages students to explore, generate ideas, research, revise and reflect on their learning. Students collect and analyze data, consider diverse perspectives, and develop evidence-based justifications for their decisions. This approach mirrors authentic scientific inquiry and encourages students to think beyond simple right-or-wrong answers.
“Carefully developed multimedia anchors give students an opportunity to explore complex ideas in ways that are intuitive and engaging,” said co-author Sabrina F. Sembiante, Ph.D., professor of TESOL and bilingual education and co-chair of the Department of Curriculum and Instruction within ×ó°®ĘÓƵ’s College of Education. “They also provide much-needed support for teachers, helping them design lessons that inspire curiosity and promote evidence-based reasoning in the classroom.”
While the online platform supports accessibility and flexibility, the research underscores that effective teaching remains essential. Teachers need both scientific content knowledge and pedagogical strategies to fully engage students with topics like nanoscience.
“For example, understanding why nano zinc oxide appears transparent – unlike its regular white counterpart – offers a concrete, counterintuitive phenomenon that captures attention and fosters deeper exploration of scientific principles,” Kumar said.
Aligned with Florida’s Science Standards, which call for inquiry-based learning and real-world problem-solving, this approach offers practical implications for science teaching, education policy and the thoughtful integration of digital tools and artificial intelligence in the classroom.
“With the increasing presence of nanotechnology in daily life, early education in this area is both timely and necessary,” said Kumar.
As the education landscape continues to evolve, ×ó°®ĘÓƵ’s research highlights a scalable, impactful model for transforming elementary science education – bringing relevance, excitement and real-world application into every classroom.
“Web-based PBL platforms offer support to teachers who are looking to increase PBL approaches that spark students’ interest and attention, and which studies show increase science understanding and critical thinking skills,” said Sembiante.
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