To understand the achievement of high school nanotechnology curriculum in the“Nanotechnology Human Resource Development Program” and to analyze high-schoolstudent’s knowledge of nanotechnology conception in Taiwan, this research developed anexpert concept map, declarative knowledge statements and a situated questionnaire forhigh school nanotechnology curriculum by conducting focus group interviews with expertsin nanotechnology, science education and high-school nanotechnology teachers. Contentvalidity was confirmed by specialist sub-group’s review. The results were: 1. the highschool “Nanotechnology” expert concept map includes three main domains: Cognitive,affection and skills development. Concepts in each domain are from general to specific, andexamples are used to clarify these conception. 2. High school nanotechnology statementtransform expert concepts map into declarative knowledge statement, emphasizing themeaning between scientific terms and increasing science principles description. 3. Theexpert concept map and declarative knowledge statements are transferred into a highschool nanotechnology problem situation questionnaire, which contained 17 propositionsituation. First, we ask students to read the “proposition situation”, and then answer one tothree open-ended questions. 4. The situated questionnaire was administered and theresponses collected from the students serve as a reference for the Two-Tier Diagnostic Test,and also serves as data for teacher´s future study.
Keywords: nanotechnology, concept map, declarative knowledge statement, problem situation questionnaire, focus group interview