ABSTRACT

Background

Nanotechnology, a multidisciplinary field with increasing societal importance, demands for an increase in research abilities and capacities. Yet, nanoscience and nanotechnology (NST) are largely inaccessible to K-12 students. This situation demands efforts in research towards bringing NST learning into K-12 classrooms.

Purpose

The purpose of this study was to examine the outcomes of an application-based nanotechnology module, developed for late middle school students. The study focused on exploring student readiness to unpack unfamiliar NST concepts, and the effects engagement with NST had on student attitudes towards STEM subjects.

Purpose

Participants included a total of three science teachers and 169, grade 8 and 9 students from two public school districts from a northeastern state of the USA over two years. Data was collected and used from students who consented for the study.

Design and Methods

The NST learning module was developed in three phases, beginning with an introductory session to discuss module content and design. We then designed a module for implementation. Drawing from results from the pilot module and teacher inputs, we revised the pilot module for this study. Surveys, content questionnaires, student reflections, and classroom videos were collected for analysis.

Results

Students demonstrated conceptual understanding of the working of the AFM after working closely with the tool. Our data highlights students’ readiness to unpack unfamiliar NST concepts. Despite no significant changes, we noticed increases in students’ attitudes towards STEM subjects and careers, and an increase in the number of students who plan to take advanced STEM courses.

Conclusion

Based on our results, we suggest the use of technology-based experiences to introduce novel ideas of NST as early as eighth grade. The technology-based approach created a new space for contextualized learning. Working with teachers is critical to creating new teaching-learning experiences for K-12 learning, especially in the context of NST.

中文翻译：

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研究基于技术的纳米科学模块的可供性，以促进学生在中学阶段参与学习新的纳米科学和纳米技术概念

摘要

背景

纳米技术是一个社会重要性日益增加的多学科领域，需要提高研究能力和能力。然而，K-12 学生基本上无法接触到纳米科学和纳米技术 (NST)。这种情况要求努力研究将 NST 学习引入 K-12 教室。

目的

本研究的目的是检查为中高年级学生开发的基于应用的纳米技术模块的结果。该研究的重点是探索学生准备好解开不熟悉的 NST 概念，以及参与 NST 对学生对 STEM 科目的态度的影响。

目的

参与者包括来自美国东北部一个州的两个公立学区的 3 名科学教师和 169 名 8 年级和 9 年级学生，为期两年。从同意研究的学生那里收集和使用数据。

设计与方法

NST 学习模块分三个阶段开发，首先是讨论模块内容和设计的介绍性会议。然后我们设计了一个模块来实现。根据试点模块的结果和教师的意见，我们修改了本研究的试点模块。收集了调查、内容问卷、学生反思和课堂视频以供分析。

结果

在与该工具密切合作后，学生展示了对原子力显微镜工作原理的概念性理解。我们的数据突出表明学生准备解开不熟悉的 NST 概念。尽管没有显着变化，但我们注意到学生对 STEM 学科和职业的态度有所增加，并且计划参加高级 STEM 课程的学生人数有所增加。

结论

根据我们的结果，我们建议早在八年级时就使用基于技术的经验来引入 NST 的新颖理念。基于技术的方法为情境化学习创造了新的空间。与教师合作对于为 K-12 学习创造新的教学体验至关重要，尤其是在 NST 的背景下。