Introducing Nanoscience and Nanotechnology (NST) topics into school science curricula is considered useful for an in-depth understanding of the content, processes and nature of science and technology, and also for negotiating the social aspects of science. This study examines (a) the development of an inquiry-based Teaching–Learning Sequence (TLS) on NST topics, which incorporates socio-scientific issues and out-of-school learning environments and (b) the dissemination of the developed TLS through the training of further teachers. In both cases, a participatory design, in particular Communities of Learners (CoLs), was established, consisting of teachers, science researchers, science education researchers and science museum experts. As a theoretical framework for the TLS development, the Model of Educational Reconstruction is used. The qualitative analysis of the obtained data highlights that teachers’ interactions with colleagues in the CoL on issues regarding the educational reconstruction of the different aspects of the TLS impact the process of its development. Regarding the dissemination of the TLS, the findings indicate that teachers modified several elements of the TLS and particularly the included activities, influenced by their mentors’ prior experience and their own rich contextual knowledge. Finally, guidelines for the development and dissemination of a TLS are discussed.

中文翻译：

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在学习者社区的背景下开发和传播有关纳米科学和纳米技术的教学学习序列

在学校科学课程中引入纳米科学和纳米技术（NST）主题被认为有助于深入了解科学和技术的内容，过程和性质，也有助于谈判科学的社会方面。这项研究考察了（a）关于NST主题的基于探究的教学序列（TLS）的发展，其中包括了社会科学问题和校外学习环境，以及（b）通过以下方式传播了已开发的TLS：培训进一步的老师。在这两种情况下，都建立了参与性设计，特别是学习者社区（CoLs），由教师，科学研究人员，科学教育研究人员和科学博物馆专家组成。作为TLS开发的理论框架，使用了“教育重建模型”。对所获得数据的定性分析表明，教师与CoL同事在TLS各个方面的教育重建问题上的互动影响了其发展过程。关于TLS的传播，调查结果表明，教师在其导师的先前经验和自身丰富的背景知识的影响下，修改了TLS的多个要素，尤其是所包含的活动。最后，讨论了开发和传播TLS的指南。调查结果表明，教师在其导师的先前经验和自身丰富的背景知识的影响下，修改了TLS的多个要素，尤其是所包含的活动。最后，讨论了开发和传播TLS的指南。调查结果表明，教师在其导师的先前经验和自身丰富的背景知识的影响下，修改了TLS的多个要素，尤其是所包含的活动。最后，讨论了开发和传播TLS的指南。