ABSTRACT
This chapter describes how interactive visualization environments can be used to learn and teach nanoscience in formal and informal contexts. It presents results from a case study with upper secondary school students’ use of an interactive virtual nanoworld. The chapter provides access to an interactive computer-based nanosimulation for teachers to expose core nano-concepts to students in the classroom. Advancement of nanoliteracy in students and the public emerges from the development of an understanding of the unique behavior of matter at the nanoscale. Interactive visualizations are computer-based representations of models or data that allow users to explore nano-concepts and principles. The technological components of interactive visualizations can be configured to provide various display, sensory and interactive experiences. Cognitive and educational affordances support knowing and learning about a phenomenon. Analysis of students’ interactions with NanoSim revealed facets of cognitive off-loading. Interaction with NanoSim afforded experiential learning of nano through experimentation.
