Integrating nanoscience and technology in the high school science classroom

Douglas Huffman
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  • Douglas Huffman holds a PhD degree and is a Professor in the School of Education at the University of Kansas. He has a specialty in science education with background in civil engineering, science education, and program evaluation. He currently teaches graduate and undergraduate teacher education courses at the University of Kansas. He has served as an external evaluator on numerous National Science Foundation funded projects, including the NanoTeach Project. He also serves as an associate editor of Journal of Research in Science Teaching. His work is published in such journals as American Journal of Evaluation, Journal of Research in Science Teaching, School Science & Mathematics, and Journal of Science Teacher Education.
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, John Ristvey
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  • John Ristvey is the Director of the University Corporation for Atmospheric Research (UCAR) Center for Science Education. In this role, he is responsible for leadership and the day-to-day operation of the Center. Large areas of work in the Center include formal education, professional development, instructional materials development, informal education (NCAR Mesa Lab exhibits, school/public programs), education technology, and undergraduate education (SOARS). Prior to his current position he managed McREL’s education and public outreach (E/PO) team. He was the principal investigator for the following National Science Foundation funded projects: NanoTeach professional development project; NanoExperiences, an out-of-school-time program; and NanoLeap, an instructional materials development project.
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, Anne Tweed
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  • Anne Tweed is the Director of STEM Learning with McREL International in Denver, CO. She holds a BA in Biology from Colorado College and an MS in Botany from the University of Minnesota. Her work at McREL includes educational research, curriculum development, and professional development related to STEM teaching and learning. A 30-year veteran classroom teacher, Tweed is also a past president of the National Science Teachers Association (2004–2005). She has authored and co-authored several books (Designing Effective Science Instruction, 2009 and an Australian version in 2014, Hard to Teach Biology Concepts, 2nd ed., 2014), and given more than 300 presentations and workshops at state, national, and international conferences.
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and Elisabeth Palmer
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  • Elisabeth Palmer holds a PhD degree and is Director of Institutional Effectiveness, Anoka-Ramsey Community College. She has extensive experience in evaluating NSF-funded curriculum and professional development projects, and served as an external evaluator for two NSF DRK-12 projects (NanoLeap, a curriculum materials development project, and NanoTeach, a teacher professional development project) and two NSF NUE projects (Nanomaterials Education for Engineering and Science Majors at the City College of New York and Integrating Nanotechnology Education at CUNY Community Colleges). She also served on an external review panel for the National Nanotechnology Infrastructure Network (NNIN) Education and Outreach group and has been actively involved with NSF ATE programs, including participation in SynergyRPT, a model to enhance innovation and technological education reform.
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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.

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Nanotechnology Reviews (NTREV) is a bimonthly, peer-reviewed journal that is dedicated in general to Nanoscience and Nanotechnology covering: Synthesis and Fabrication; Characterization; Materials and Surfaces; Computation and Theoretical Aspects; Biology and Biotechnology; Medicine; Energy. NTREV addresses scientists as well as engineers.

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