An evaluation of a research experience for teachers in nanotechnology

Abstract

This study involves the evaluation of the second implementation of a Research Experiences for Teacher Advancement In Nanotechnology (RETAIN) program offered at Indiana University-Purdue University Indianapolis (IUPUI). RETAIN represents a professional development model for providing high school teachers with laboratory research experiences in nanoscience and related content areas. In this intensive summer program, teachers spend six weeks conducting nanotechnology-related research in an IUPUI lab. As part of the RETAIN program, teachers complete six credit hours of coursework, wherein they translate their research experiences into the design of classroom modules. Teachers are expected to then implement their modules within their own classrooms during the subsequent academic year. This evaluation focuses on teachers' experiences in IUPUI labs during the summer of 2016, along with three teachers' implementation of nanotechnology labs within their courses during the 2016-2017 school year. To evaluate RETAIN, we explored teacher satisfaction, changes in teachers' content knowledge and nanotechnology perceptions, as well as changes in teachers' epistemological beliefs. Further, we explored the impact of the three teachers' module integration on their students' STEM attitudes and nanotechnology perceptions. The findings indicated that teachers were generally satisfied with the research and course experiences. Further, as a result of RETAIN participation, teachers showed increased nanotechnology content knowledge and knowledge of nanotechnology-related careers. Lastly, three teachers' integration of nanotechnology modules indicated that their students had significantly improved perceptions of nanotechnology's potential coupled with more knowledge of nanotechnology-related careers. The paper concludes with considerations of the quantitative findings in light of teachers' written reflections and author observations of teacher module integration in their classrooms.

Long-Term Outcomes of RET Programs on Female and Minority Student High School Graduation Rates and Undergraduate STEM Major Rates (Fundamental)

“…One method in determining a successful RET program's impact was by focusing on teacher classroom implementation's long-term impact. Most RET programs utilize immediate post-program teacher focus groups and surveys, distributed through external evaluators, to evaluate participants' content implementation plans, engineering knowledge, cultural responsiveness, and beliefs of various teaching methodologies [6,7,8,9]. Additionally, holding focus groups and distributing qualitative surveys to former participants of RETs can be utilized to measure the long-term program impact on teacher engineering knowledge [10].…”