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Interdisciplinary Nature of Nanoscience: Implications for Education

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Global Perspectives of Nanoscience and Engineering Education

Part of the book series: Science Policy Reports ((SCIPOLICY))

Abstract

A lot of expectations rest on the interdisciplinarity of nanoscience, and it has even been proposed as the deciding factor in the progress of the field. What opportunities and challenges does the interdisciplinary nature of nanoscience bring to science education at different levels? This chapter first analyzes the much-discussed interdisciplinarity of nanoscience today, and then discusses how and why those features should be addressed in education.

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Notes

  1. 1.

    Expertise studies have concentrated on cognitive excelling. They provide an understanding of expertise as improved cognitive skills, such as improvement of one’s problem-solving ability, or as attaining a high-level capacity, requiring in turn a large organized body of domain knowledge and diverse experience (e.g., [113–117]).

  2. 2.

    Allowing for large minor subject(s), we expect the students to gain a good understanding of the discipline as well—the adequacy that allows students to fully utilize the perspective and the conventions of the discipline. Removing some of the requirements to attend certain courses (especially when there is room for more students) can help interdisciplinary-minded students assemble a relevant study program without signing up for minors in fields. Some requirements are of course relevant, but could be formulated as recommended prerequisites—the students will pass on the informal knowledge of which recommendations are necessary for completing the course, and which can be overcome with some extra effort on the student’s behalf.

  3. 3.

    The international nanoscience student community gathers every year for the INASCON [141], International Nanoscience Student Conference, already in its 10th year in 2016. Other international student experiences are reachable via, e.g., the International Research Experiences for Students (IRES) program sponsored by the NSF, which supports interdisciplinary research proposals as well.

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Acknowledgements

We thank Lorenz Kampschulte (IPN Kiel) and Paul Hix (Deutsches Museum) for a clarifying discussion about school reforms within Germany and Liisa Antila (Uppsala University) for insights into the history of dye-sensitized solar cells.

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Authors and Affiliations

  1. Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland

    Anna-Leena Kähkönen & Anssi Lindell

  2. Department of Physics, University of Helsinki, Helsinki, Finland

    Antti Laherto & Suvi Tala

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  1. Anna-Leena Kähkönen
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Correspondence to Anna-Leena Kähkönen .

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Editors and Affiliations

  1. Department of Chemistry, Florida Institute of Technology, Melbourne, Florida, USA

    Kurt Winkelmann

  2. Mechanical and Aerospace Engineering, The Ohio State University, Columbus, Ohio, USA

    Bharat Bhushan

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Kähkönen, AL., Laherto, A., Lindell, A., Tala, S. (2016). Interdisciplinary Nature of Nanoscience: Implications for Education. In: Winkelmann, K., Bhushan, B. (eds) Global Perspectives of Nanoscience and Engineering Education. Science Policy Reports. Springer, Cham. https://doi.org/10.1007/978-3-319-31833-2_2

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