Nanochemistry is an important new scientific field. In order to teach nanochemistry, chemistry teachers should learn this new topic, understand it, and feel confident enough to teach it in school. Here we present the use of a simple teaching model in nanotechnology, and discuss how
it influenced chemistry teachers with different backgrounds in nanochemistry. The goal of this research was to learn how the AFM teaching model influenced teachers' understanding of the AFM, and how they felt about using the teaching model with their students. The results show that the teaching
model improved the teachers' knowledge and positively affected their attitudes towards using it in school and towards teaching nanochemistry.
The Journal of Nano Education (JNE) is a peer-reviewed international journal that aims to provide the most complete and reliable source of information on current developments in nanoscale science, technology, engineering, and medical education.