The communication of carbon nanotechnology as a tool to promote critical thinking in pre-university chemistry education

Abstract

This paper describes a methodological strategy to communicate general information on carbon nanotechnology in the context of teaching high school chemistry. The proposal is the result of incorporating texts from the public communication of science to the school environment to promote elements of critical thinking on the subject. The article discusses the importance of divulging aspects related to carbon nanotechnology in chemical education, the value that is associated with the use of media sources to promote a critical response to scientific topics with broad social relevance, as is the case of nanotechnology, the effectiveness of the implemented strategy and its implications for the development of a scientific culture.