Integrating nanoscience and technology in the high school science classroom

Integrating nanoscience and technology in the high school science classroom Abstract 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nanotechnology Reviews de Gruyter

Integrating nanoscience and technology in the high school science classroom

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Publisher
de Gruyter
Copyright
Copyright © 2015 by the
ISSN
2191-9089
eISSN
2191-9097
DOI
10.1515/ntrev-2014-0020
Publisher site
See Article on Publisher Site

Abstract

Abstract 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.

Journal

Nanotechnology Reviewsde Gruyter

Published: Feb 1, 2015

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