Engaging Middle School Students in Nanoscale Science, Nanotechnology, and Electron Microscopy

Harmer, Andrea J.; Columba, Lynn

doi:10.1166/jne.2010.1001

Cited by 18 publications

(21 citation statements)

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“…The middle grades (6 -9) years, in particular, appear to be the crucial time in developing student interest in science (Bulunuz & Jarret, 2010;Harmner & Columba, 2010). In these grades, extrinsic factors begin to influence the scholastic pathway students will take (Lanzilotti & Montinaro, 2009).…”

Section: Middle Grades (Situational Interest)mentioning

confidence: 99%

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Lamb

Annetta

Meldrum

et al. 2011

Int J of Sci and Math Educ

108

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Students in the USA have fallen near the bottom in international competitions and tests in mathematics and science. It is thought that extrinsic factors such as family, community, and schools might be more influential than intrinsic attitudes toward science interest. However, there are relatively few valid and reliable measures of intrinsic factors such as interest relating to science. With the lack of intrinsic measures, it is difficult to determine the impact of extrinsic factors on the intrinsic construct. A fuller picture of the factors affecting intrinsic factors such as science interest will allow interventions to become more refined and targeted. Several studies suggest that student interest toward science affects the likelihood of the student pursuing advanced courses in science. The goal of this paper is to establish the validity and reliability of the Science Interest Survey and to determine if the survey meets the formal requirements of measurements as defined by the Rasch model. Results using both IRT and CRT analysis suggest that Science Interest Survey is an adequate measure of the unidimensional construct known as science interest. Results further suggest the Science Interest Survey is a valid and reliable measure for assessing science interest levels.

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Section: Middle Grades (Situational Interest)mentioning

confidence: 99%

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Lamb

Annetta

Meldrum

et al. 2011

Int J of Sci and Math Educ

108

View full text Add to dashboard Cite

show abstract

“…Harmer and Columba-Piervallo [38] engaged more than 100 sixth graders in a problem-based inquiry learning experience in which online materials, readings, and class sessions, along with remote access to a scanning electron microscope, were provided. Using the remote microscope, students analyzed samples and contributed with micrographs to a research database.…”

Section: Learning Research On Tools and Instrumentationmentioning

confidence: 99%

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

Bryan¹,

Magana²,

Sederberg

2015

Nanotechnology Reviews

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By the end of the first decade of the 21st century, it was clear that nanotechnology was emerging as one of the most promising and rapidly expanding fields of research and development worldwide. It would not be long before scientists, science educators, engineers, and policy makers began advocating for nanoscience, engineering, and technology (NSET) related concepts to be introduced in K-12 classrooms. Indeed, there has been a surge in the development of pre-college NSET-related education programs over the last decade, as well as millions in funding to support the creation of these programs. In an effort to characterize the state of research to date on pre-college students' and teachers' learning of NSET content knowledge and related practices, we have conducted a systematic review of the peer-reviewed, published research studies to answer the following questions: What NSET content knowledge and practices in a pre-college context have been examined in empirical learning studies? What do these studies tell us about the NSET content knowledge and practices that pre-college students and teachers are learning? Implications and recommendations for future research are also discussed.

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“…in precollege classrooms is framed in terms of student interest and motivation. Based on research that shows that motivation and interest have a substantial influence on learning (e.g., [15][16][17]), some researchers argue that NSET is a contemporary and intriguing context for fostering students' interest in and motivation to learn science and technology in general (e.g., [18][19][20][21]). This argument is supported by a study of secondary students' interest in NSET topics and phenomena in which 416 students in grades 7-12 were introduced to several nanoscale topics and phenomena through four manipulative activities and a series of nanoscale driving questions [20].…”

Section: Making the Case For Including Nset Into Pre-college Educationmentioning

confidence: 99%

“…Further, in a study by Hutchinson [22], secondary teachers reported increased student interest and engagement in science when they taught NSET-related lessons on novel topics such as ferrofluids and gold nanoparticle biosensors. Indeed, with the prevalence of nano in the media and the myriad consumer products that claim to include some aspect of nanotechnology (e.g., tennis racquets, stain-resistant pants, sunscreens, makeup, paints), many students are aware of nano in their everyday life and are part of a generation inundated by "nanomania" ( [23], p. 19). Yet, despite prevalence of the media capitalizing on and promoting nano, students' knowledge of its scientific significance and relevance to daily life still lies in the Pandora's box of the uncertain.…”

Section: Making the Case For Including Nset Into Pre-college Educationmentioning

confidence: 99%

Special issue on Pre-college nanoscale science, engineering, and technology learning

Bryan¹,

Giordano

2015

Nanotechnology Reviews

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Engaging Middle School Students in Nanoscale Science, Nanotechnology, and Electron Microscopy

Cited by 18 publications

References 0 publications

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

Special issue on Pre-college nanoscale science, engineering, and technology learning

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