Improving Students’ Performance in Nanotechnology Using Socio-Scientific Issues-based Module

What is it about?

To investigate the effects of using a Socio-Scientific Issues (SSI)-based module in teaching nanotechnology to health science college students, action research following the PDSA model was employed. Classroom observation checklist was used to describe how the module was implemented in terms of students’ behavior and engagement, use of the module, and teacher’s role. While students’ knowledge and formal reasoning were measured using a concept test on nanotechnology, which was administered before and after the use of the module. This study involved health science students (n1 = 96) and classroom observers (n2 = 3) who participated in the implementation of the module. Interviews and classroom observations were conducted to triangulate with the test scores. It was observed that the use of the module enhanced students’ behavior and engagement. Students’ critical thinking skills, creativity, communication, and collaboration were also evident. Results showed that there is a significant change in students’ conceptual understanding of nanotechnology as evidenced by the effect size (d = 0.93 - 1.51) at 98% confidence interval. Student responses during the interviews and their learning logs also verified the effectiveness of using the module as they find it interesting and relevant to their degree program. The results reveal that integrating SSI in the instruction of the nanotechnology unit under the course Science, Technology, and Society (STS) proved to be useful in improving students’ performance by engaging them in discussion involving issues that are timely and relevant to their degree program.

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Photo by Glenn Carstens-Peters on Unsplash

Photo by Glenn Carstens-Peters on Unsplash