Identification of the big ideas in nanoscience

CHED 1665

Shawn Y. Stevens, sstevens@umich.edu1, Joseph S. Krajcik, krajcik@umich.edu1, César Delgado, delgadoz@umich.edu1, Ramez A Elgammal, elgammal@umich.edu1, Chris Quintana, quintana@umich.edu1, Anders Rosenquist2, Nora Sabelli, nora.sabelli@sri.com2, Tina Sanford, tina.sanford@sri.com2, Patricia Schank, patricia.schank@sri.com3, and Molly Yunker, yunker@umich.edu1. (1) School of Education, University of Michigan, 610 E. University Avenue, Ann Arbor, MI 48109, (2) SRI International, (3) Center for Technology in Learning, Stanford Research Institute International, 333 Ravenswood Ave, Menlo Park, CA 94025
The federal government has prioritized nanoscience education in an effort to meet the predicted demand for skilled workers in this emerging field. Due to the novelty of the field, core principles for nanoscience education had not yet been formulated. To this end, a workshop with 39 participants with expertise in nanoscale science and engineering, science education and learning science was held to identify and define the critical concepts of the field. The result was a set of eight ‘Big Ideas of Nanoscience' that were further elaborated to describe the content they represent and associated learning goals. We will report the results from this workshop. Classroom teachers, administrators, curriculum developers, educational researchers and researchers in nanoscience will find the result valuable to their work. In addition, the process by which nanoscale science and engineering is being incorporated into the curriculum can inform future efforts to incorporate emerging science.
 

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

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007