Education and Legislation


Nanotechnology is relatively young, but its development is rising, which is why it’s of the most importance to implement formal and informal educative initiatives in order to teach students, investigators and other communities, about the contributions of this field, to science. Nanotechnology teaching must be a multidisciplinary process that integrates natural sciences such as physics, chemistry, math and molecular biology. Education has been known for a long time, as an important factor for the growth of the nanoscience and nanotechnology areas, and for the consolidation and expansion of their roles into global economy.

In many countries, there is a growing interest in the creation of educative programs of these branches of knowledge along all levels of education (elementary school, middle, junior and high school, as well as college or postgraduate studies). Therefore, it is necessary to design and proof diverse educational practices that promote a general conscience about nanoscience and nanotechnology, so universities, research centers and other levels of the educational system can provide an advanced learning of the contents and abilities that these fields have. The process has to be done through team learning and with the evaluation from colleagues. In this sense, the professor’s function must transcend in a way that students acquire not only knowledge, but also the ability of divulge nanoscience and nanotechnology to society. In relation to regulation and public politics of nanotechnology, that’s a subject yet in discussion.

On the other hand, there is scarce knowledge of the impacts magnitude that nanoscience and nanotechnologies might have on the ecosystems, biodiversity and human health. Thus, it is of vital importance to opening spaces to discuss the benefits and repercussions of this field of study and to designing and implementing protocols or legislations based on the precaution principle and the direct study of the environmental impact that could be cause by nanosciences and nanotechnologies.

Subtopics

Teaching

  • T1. Teaching and learning nanotechnology
  • T2. Design of laboratory materials for teaching nanoscience and nanotechnology.
  • T3. Didactic tools for teaching (multimedia, videos, animations, printed material, among others)
  • T4. Security of the laboratory in the teaching of nanotechnology
  • T5. Implications in health and environment in Nanotechnology
  • T6. Evaluation
  • T7. Education and divulgation

Legislation

  • L1. Ethic, legal and social aspects
  • L2. Industrial property
  • L3. Nanotechnological manipulation of living organisms
  • L4. Links with private and public sectors
  • L5. Sustainability, nanoscience and nanotechnology linked to human and community development
  • L6. Groups of nanotechnology stakeholders, including non-governmental organizations, large and small companies and research organizations