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The ability to translate between representations is important for students’ conceptual learning. In this paper, students’ processes of translation between different representations are investigated in the topic of torque and rotation. Specifically, a test of representational translation was developed and implemented in order to investigate student performance on each translation type and to explore the critical factors contributing to successful translations. The results reveal that translations between tables and other representations are relatively difficult, and success rate changes when direction of translation is reversed. Furthermore, force diagrams and mathematic symbols/equations are essential intermediary representations that contribute significantly to successful translations.

To develop the high school nanotechnology curriculum and to enhance the understanding of nanotechnology concepts for high school students in Taiwan, we organized a research team consisting of nanotechnology experts, science education experts and senior high school teachers. The expert validity was checked by external experts and senior high school teachers. We obtained an expert concept map of high school nanotechnology, and developed propositional statements with the nanotechnology concept map. Finally, the learning objectives of cognitive development were provided for the nanotechnology high school curriculum. This work will have long-term effects on nanotechnology concept education in high schools an on society's understanding of nanotechnology concepts.