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Development of an Instrument to Measure Undergraduates’ Nanotechnology Awareness, Exposure, Motivation, and Knowledge

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Abstract

There are many educational interventions being implemented to address workforce issues in the field of nanotechnology. However, there is no instrument to assess the impact of these interventions on student awareness of, exposure to, and motivation for nanotechnology. To address this need, the Nanotechnology Awareness Instrument was conceptualized. This paper is a progress report of the instrument development process. Version 1 of the instrument was administered to 335 first-year students majoring in food and agriculture fields in a pre–post fashion relative to a brief exposure to nanotechnology in the classroom. Following item analysis of Version 1 responses, a revision of the instrument was completed. Version 2 was administered to 1,426 first-year engineering students for the purpose of conducting item and factor analyses. Results indicate that the Nanotechnology Awareness Instrument shows potential to provide valid information about student awareness of, exposure to, and motivation for nanotechnology. The instrument is not a valid measure of nano-knowledge and this subscale was dropped from the final version of the instrument. Implications include the use of the instrument to evaluate programs, interventions, or courses that attempt to increase student awareness of nanotechnology. Further study is necessary to determine how the Nanotechnology Awareness Instrument functions as a pre–post measure.

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Acknowledgments

Support for this work was provided by a 2003 USDA Higher Education Challenge Grant. The authors wish to express their gratitude to Purdue University faculty members Cliff Johnston (Agronomy), Bruce Applegate (Food Science), and Michael Ladisch (Agricultural and Biological Engineering) for their content knowledge expertise and participation in the AGR 101 seminars.

Author information

Authors and Affiliations

  1. 101 University Street, West Lafayette, IN, 47907-2098, USA

    Melissa A. Dyehouse & Deborah E. Bennett

  2. School of Engineering Education, 701 W. Stadium Avenue, West Lafayette, IN, 47907-2045, USA

    Heidi A. Diefes-Dux & P. K. Imbrie

Authors
  1. Melissa A. Dyehouse
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  2. Heidi A. Diefes-Dux
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  3. Deborah E. Bennett
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  4. P. K. Imbrie
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Corresponding author

Correspondence to Heidi A. Diefes-Dux.

Appendix

Appendix

Nanotechnology Awareness Instrument—Version 2

For the following items, please indicate the extent to which you agree or disagree using the following scale: Strongly disagree, disagree, neutral, agree, or strongly agree.

  • What is your awareness of nanotechnology? I can:

    1. (1)

      Name a nanoscale-sized object.

    2. (2)

      Describe one way nanotechnology directly impacts my life.

    3. (3)

      Name a field of study that currently conducts nanotechnology research.

    4. (4)

      Describe one way nanotechnology may benefit society/humankind.

    5. (5)

      Name an application of nanotechnology.

    6. (6)

      Describe a process to manufacture objects at the nanoscale.

    7. (7)

      Name an instrument used to make measurements at the nanoscale.

    8. (8)

      Describe one way nanotechnology may directly impact my life in the future.

  • What is your motivation to investigate nanotechnology? I plan to:

    1. (1)

      Read a fiction story about nanotechnology.

    2. (2)

      Formally teach nanotechnology concepts (e.g., as a teaching assistant).

    3. (3)

      Investigate the implications of nanotechnology.

    4. (4)

      Informally/casually teach someone something about nanotechnology.

    5. (5)

      Seek information about internships or Co-op experiences with companies engaged in nanotechnology.

    6. (6)

      Read a news story or popular magazine article about nanotechnology.

    7. (7)

      Give a presentation related to nanotechnology to an audience I perceive as having more experience with nanotechnology than I.

    8. (8)

      Read a research journal article about nanotechnology.

    9. (9)

      Enroll in a course about nanotechnology.

    10. (10)

      Attend a non-course related seminar about nanotechnology.

    11. (11)

      Visit an industry or business that specializes in nanotechnology.

    12. (12)

      Give a presentation related to nanotechnology to an audience I perceive as having less experience with nanotechnology than I.

    13. (13)

      Watch a program about nanotechnology.

    14. (14)

      Apply or interview for a nanotechnology related work or research experience.

    15. (15)

      Investigate fields of study in which I can learn more about nanotechnology.

    16. (16)

      Obtain a work experience or undergraduate research opportunity related to nanotechnology.

For the following items, please indicate the extent to which you have participated in each activity using the following scale: Not at all/never, very little, sometimes/occasionally, a fair amount, or a great deal.

  • What is your exposure to nanotechnology? I have:

    1. (1)

      Heard the term nanotechnology.

    2. (2)

      Read [something] about nanotechnology.

    3. (3)

      Watched a program about nanotechnology.

    4. (4)

      Had one [or more] instructors/teachers talk about nanotechnology in class.

    5. (5)

      Participated in an activity involving nanotechnology [lab, project,…].

    6. (6)

      Taken a class about nanotechnology.

  • When you hear the term nanotechnology, what length-scale “typically” comes to mind?

    1. (1)

      109 m

    2. (2)

      106 m

    3. (3)

      103 m

    4. (4)

      101 m

    5. (5)

      10−1 m

    6. (6)

      10−3 m

    7. (7)

      10−6 m

    8. (8)

      10−9 m

    9. (9)

      None of the above

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Dyehouse, M.A., Diefes-Dux, H.A., Bennett, D.E. et al. Development of an Instrument to Measure Undergraduates’ Nanotechnology Awareness, Exposure, Motivation, and Knowledge. J Sci Educ Technol 17, 500–510 (2008). https://doi.org/10.1007/s10956-008-9117-3

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  • DOI: https://doi.org/10.1007/s10956-008-9117-3

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