CHED 1663 |
| Introducing emerging science such as nanoscale science into grade 7-12 classrooms create many challenges. In particular, the interdisciplinary nature of the science requires that a greater priority be placed on fostering connections between ideas from many different scientific fields. Our research focuses on developing and validating a multi-dimensional progression of ideas to characterize student learning about the nature of matter, as knowledge of the structure, properties and behavior of matter is required to explain a large number of nanoscale phenomena. In particular, we are examining how and when they are able to connect ideas within individual areas, as well as between them. We have found that student knowledge is often very compartmentalized, and that their models are often inconsistent as they describe different aspects of the nature of matter. Characterization of these critical conceptual links can inform both curricular sequence and assessment. |
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Advances in Teaching Chemistry at the Nanoscale at the K-12 Level
1:30 PM-4:55 PM, Tuesday, March 27, 2007 McCormick Place North -- Room N231, Level 2, Oral
Division of Chemical Education |