Thirteenth International Conference on The Inclusive Museum

Abstract

In this work, we investigate to what extent high school students who attended an introductory educational program in Nanotechnology and Nanoscience at the Research Center “Demokritos” near Athens, developed metacognitive skills. During the educational program students became probationary researchers participating in a series of nanoscience experiments. By using anonymous questionnaires we investigated whether metacognitive- type skills were acquired as a result of their interaction with the targeted activities. To what extent critical thinking, personal interpretation, the development of analytical skills and the construction of alternative interpretations, were promoted in that program? These are challenging questions that open up uncertainties and assumptions and can constitute a major chapter that requires in-depth research and evaluation of feedback from such educational programs. Today, more than ever, the participation of schools in organized educational programs offered by all types of cultural, educational and research Institutions, is considered obligatory. It is important however, that these educational activities should cultivate skills for enhanced, evidence-based personal interpretations, analyses, synthesis and expression. Research results from such evaluations are valuable and critical tools for museum professionals and institutions and pave the way for improved methods for valuable integration of new and developing science into the Informal Science Education field for future knowledge.