Implementing nanotechnology education in the high school classroom

Pelleg, Ben; Figueroa, Manuel; VanKouwenberg, Matthew Nester; Fontecchio, Adam K.; Fromm, Eli

doi:10.1109/fie.2011.6142886

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…They found that it was possible to introduce nanoscience concepts at the high school level to engage and motivate students; however, they also found that many concepts were too difficult and students did not have the background to fully understand the complex nanoscience ideas [4]. In a different study of high school nanoscience, Pelleg et al [5] reported that being introduced to nanoscience at a young age can change students' perceptions of nanoscience in a positive way and increase interest in a new field.…”

Section: Background Literature: Nanoscience and Technology In 21st Cementioning

confidence: 99%

Integrating nanoscience and technology in the high school science classroom

Huffman

Ristvey

Tweed

et al. 2015

Nanotechnology Reviews

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In the National Science Foundation funded NanoTeach development project, high school teachers participated in a year-long professional development experience where they learned about emerging nanoscale science and technology (NS&T) content and research-based instructional strategies to support effective classroom lesson design and implementation. Program participants from four states were assigned either to the fully facilitated model or to the team study approach. Case studies were prepared for four participants from the Louisiana site, two from the fully facilitated NanoTeach model group and two from the team study NanoTeach group. Data for the case studies included in this article include qualitative and quantitative data regarding the changes in teachers' NS&T knowledge and their ability to teach the content using the effective strategies included in the professional development sessions and resource materials. The case studies provide new insights into the ways teachers' integrated NS&T in the high school curriculum.

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Section: Background Literature: Nanoscience and Technology In 21st Cementioning

confidence: 99%

Integrating nanoscience and technology in the high school science classroom

Huffman

Ristvey

Tweed

et al. 2015

Nanotechnology Reviews

View full text Add to dashboard Cite

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“…Other qualitative questions used free word association [44]- [46] as an indicator of students' attitudes toward, and perceptions of, careers in computer science and computing in general. This approach generates spontaneous responses that may not be elicited from more structured interviews or questionnaires.…”

Section: Methodsmentioning

confidence: 99%

An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science

2017

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This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a "hackathon," to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word processing to foundational programming, and while many schools are looking to introduce more ICT into the classroom, many students are left with a narrow view of what computer science is all about. Twenty-one students participated in the workshop and completed pre-and post-surveys, and a free word association exercise in the areas of computing and careers in computing. Analysis revealed that students' motivation to learn about the design process, programming, inputs and outputs, and wearable technology (wearables)/Internet of Things (IoT) increased following participation. There were also increases in confidence in inputs and outputs and wearables/IoT following participation, as well as changes in the computing word associations, with students associating computing more with computer programming terms rather than general terms such as the Internet. The findings suggest that the combination of a hackathon event and a model for 21st century learning can be effective in motivating and increasing the self-efficacy of preuniversity teenagers in a number of emerging technological contexts such as IoT and wearables.

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“…Other studies commonly mentioned small sample sizes which limit the generalization of their findings. Pelleg et al (2011) introduced the nanotechnology module to only students from science and engineering magnet schools rather than typical high schools hence the results from his findings cannot be generalized to other types of school students. Meanwhile, Mandrikas et al (2020) had only implemented their TLS in small exposure and presented by the researcher themselves rather than teachers of the schools which can risk biases.…”

Section: Study Limitationsmentioning

confidence: 99%

A Scoping Review: Scoping Review: Appropriate Big Ideas of Nanoscience and Nanotechnology to Teach in Chemistry for Secondary School

Lajium²

2022

MJSSH

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In the last decade, the nanotechnology sector is rising to take over the manufacturing of consumer products including pharmaceuticals. Due to the rapid advancement of nanotechnology, Malaysia has also taken the lead by introducing nanotechnology to Form Five students in 2021 following the revision of curricula in 2017. While research on which big ideas in nanotechnology to teach is still lacking around the world, the goal of this scoping review was to identify appropriate big ideas of nanotechnology to include in the secondary school curriculum, as well as students' and teachers' perspectives on teaching and learning nanotechnology using the Model of Educational Reconstruction (MER). The scoping review was conducted by adopting a framework with five stages which are (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results. From the 30 pertinent articles included in this paper, it was found that big ideas that were used in many of the included articles are size and scale, self-assembly, size-dependent properties, volume-to-surface area concept, and applications of nanotechnology. Students were most likely to perform well when they are given tasks after learning nanotechnology with one or two of the big ideas of nanotechnology. Students gave positive feedback when they learned this unit with hands-on activities, using models, and when they attend nanotechnology conferences, whereas teachers wanted more courses on teaching nanotechnology to be provided because most science teachers were trained before nanotechnology was included in science teachers' educational program. Overall, experts feel that while deciding the big ideas of nanotechnology to teach, teachers' perspectives on the appropriateness of nanotechnology's insertion point into the current curriculum should be considered.

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Implementing nanotechnology education in the high school classroom

Cited by 6 publications

References 6 publications

Integrating nanoscience and technology in the high school science classroom

Integrating nanoscience and technology in the high school science classroom

An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science

A Scoping Review: Scoping Review: Appropriate Big Ideas of Nanoscience and Nanotechnology to Teach in Chemistry for Secondary School

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