Redox‭ ‬Lab Activities as a tool for teaching Nano‭-‬Chemistry

Dr. Riam Abu Much

Nanoscience and nanotechnology are at the forefront of 21st century science. The study of nanoscience and nanotechnology deals with the creation of materials, systems, and devices having fundamentally new properties and functions. These new properties are utilized for developing novel applications that affect our daily lives and needs in different domains. In recent years, there has been a growing demand to introduce nanoscience teaching in schools and undergraduate courses. As John Dewey stated,״ if we teach today`s students as we taught yesterday׳s, we rob our children of tomorrow.״ The teachers of todays must be aware and in sense with the scientific and technological developments. Several publications in the last two decades have described attempts to introduce nanoscience and nanotechnology to K-12 and undergraduate students.

All publications suggested lab experiments and activities to teach the basic concepts of nanoscience, including the preparation of various nanomaterials, which is defined as a separate field of science. Although nanoscience is considered a motivating interdisciplinary scientific field, it is not easy to integrate into teaching curricula. The present study centres on the role of Redox lab activity as a visual means to introduce students to fundamental concepts related to nanomaterials, synthesis, and properties.

As part of the course, “Chemistry in the Lab,״ 36 college freshmen from The Academic Arab College for Education in Haifa, Israel, who are studying to be secondary school chemistry teachers, participated in this lab activity. The evaluation of study was based on laboratory reports in which the students responded to questions that aimed to assess their understanding of the concepts and characterization methods incorporated in the experiments. The proposed lab activity could be integrated when teaching the subject of Redox reactions in secondary schools and for pre-service teachers.