Nanotechnology in high school curriculum.

The progress in teaching should be in accord with the progress of science, that’s why the subject of teaching must be supplemented by the elements of modern knowledge which permit pupils to understand better what happens around us. The end of XX century is characterised by the rapid development of nanotechnology, which is deal with in this paper. Development of the science in the end of the XX century and at the beginning of the XXI century is presented in Introduction. The research problem, aims and base of doctoral thesis are presented in the first chapter. The second chapter is connected with project of solution, it means with the analysis of “teaching contents”. The operational aims, basic theorems and “didactic matrix”, which shows logical relations between nanotechnology elements are presented in this chapter. Pedagogical and psychological base of doctoral thesis is depicted in the third chapter. There is teenager characteristic – the age of pupils, when we can introduce this kind of concepts. The main quantum mechanics concepts are presented in third chapter too. The physical, psychological and pedagogical point of view formed the basis for research. Experimental part is contained in fourth chapter. General education system in Poland and 4th educational stage is high school as a level, where is the possibility to increase the use of mathematics are shown in the first subsection of fourth chapter. The second subsection of fourth chapter contains the survey for teachers results. There are concepts indicated by the teacher, which should be introduced to the curriculum of science subject in high school. The hypotheses and the methods used in the research are presented in the third subsection of the fourth chapter. Research conditions are indicated in the fourth subsection of the fourth chapter. There are taken into account the following categories: type of class, different backgrounds, average mark in a class. Preliminary research conclusions from all classes are shown in the fifth subsection of the fourth chapter and final research conclusions from all classes are shown in the sixth subsection of the fourth chapter. Conclusions from the doctoral thesis are in the last chapter. There is summary and deduction if the working hypothesis is proved. References, annexes (Physics core curriculum, survey for teachers, test for pupils, lessons, and agreement to the cooperation with schools) and author Curriculum vitae are at the end of this doctoral thesis.