In this study, we explored students' understanding of key concepts in nanoscience with the intention of identifying a potential threshold concept.
The analysis of students' concept maps indicates both conceptual development and difficulties in learning size-dependent property change at the nanoscale. We also identified potential threshold concepts and understanding of nanoscale science from the students' perspective.
Our findings indicate the importance of previous learning in science to integrate isolated concepts and to help students achieve a deeper understanding of key phenomena at the nanoscale.
Park, E.J., & Light, G. (2008). Identifying threshold concepts in learning nanoscience by using concept maps and students' responses to an open-ended survey. Proceedings of the Threshold Concepts Conference, June 18-20, Queens University, Kingston, Canada.