Identifying Threshold Concepts in Learning Nanoscience by Using Concept Maps and Students’ Responses to an Open-ended Interview

Abstract

This study explores students understanding of key concepts in nanoscience with the intention of identifying a potential threshold concept in the field through the analysis of student concept maps and explanatory interviews. The analysis of students' maps indicates conceptual development and learning difficulties in learning sizedependent property change at the Nano-scale. In addition, it identifies potential threshold concepts in the study and understanding of nanoscale science from the students' perspective. It also indicates 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.