Understanding Functional Materials at School

Abstract This review explores effective strategies for teaching nanoscience and nanotechnology in schools. It identifies typical challenges as key obstacles to learning, such as students’ difficulties in understanding scale, applying physical laws across different orders of magnitude, and working with powers of ten. Media‐influenced biases, limited curriculum integration, and motivational issues further complicate teaching. To address these challenges, the review emphasizes the importance of linking nanoscience to core concepts in chemistry education like structure‐property relationships, supported by multiple levels of representation. Inquiry‐based learning is presented as a central approach to enhance student engagement and scientific understanding. By incorporating real‐world contexts, hands‐on experimentation, and science communication projects, educators can foster curiosity and critical thinking. The review also highlights various successful teaching examples, including classroom and out‐of‐school activities, digital tools, and interdisciplinary collaborations. A central conclusion is that teachers play a pivotal role as multipliers in both science education and science communication. Therefore, profound teacher training and professional development are essential to prepare students for participation in a technology‐driven society.