Teaching two basic nanotechnology concepts in secondary school by using a variety of teaching methods

A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surface-area-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based learning, and storytelling and narratives) was implemented to support students' understanding. Students' interviews and the content of students' final projects were used and analyzed to learn how using a variety of teaching methods influenced students' understanding of basic concepts in nanotechnology. In addition, the study examined which methods enhance students' understanding and which do not, according to students' perceptions. Students felt that most of the teaching methods facilitated their learning, with the exception of two activities: the Hungarian cube, and nano effect simulation; these two activities were very abstract and confused the students. Finally, we formulated recommendations regarding methods for teaching nanotechnology in the future.

[1]  Michael J. Sanger,et al.  "Concept Learning versus Problem Solving": Does Particle Motion Have an Effect?. , 2007 .

[2]  B. Davis.  Tools for Teaching , 1993 .

[3]  Mihail C. Roco,et al.  From Vision to the Implementation of the U.S. National Nanotechnology Initiative , 2001 .

[4]  Vesna Ferk,et al.  Students' understanding of molecular structure representations , 2003 .

[5]  Herbert A. Simon,et al.  Why a Diagram is (Sometimes) Worth Ten Thousand Words , 1987 .

[6]  Michael R. Abraham,et al.  The effects of computer animation on the particulate mental models of college chemistry students , 1995 .

[7]  J. Mathewson.  Visual-spatial thinking: An aspect of science overlooked by educators , 1999 .

[8]  Stephan Schwan,et al.  Learning with Hyperlinked Videos--Design Criteria and Efficient Strategies for Using Audiovisual Hypermedia. , 2004 .

[9]  Kenneth Tobin.  Patterns of reasoning: Probability , 1982 .

[10]  Margherita Venturi,et al.  Make sense of Nanochemistry and Nanotechnology , 2008 .

[11]  Susan H. Rodger,et al.  An overview of visualization: its use and design: report of the working group in visualization , 1996, ITiCSE '96.

[12]  Thomas Andre,et al.  Spatial ability and the impact of visualization/ animation on learning electrochemistry , 2003 .

[13]  Jill M Koenig,et al.  Using storytelling as an approach to teaching and learning with diverse students. , 2002, The Journal of nursing education.

[14]  Joseph Betz.  Computer Games: Increase Learning in an Interactive Multidisciplinary Environment , 1995 .

[15]  Eric N. Wiebe,et al.  Understanding Scale: Powers of Ten , 2007 .

[16]  Robert B. Kozma,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning of Chemistry , 2005 .

[17]  Claudia Adams,et al.  The use of computer games as an educational tool: identification of appropriate game types and game elements , 1999, Br. J. Educ. Technol..

[18]  S. Leight,et al.  Starry night: using story to inform aesthetic knowing in women's health nursing. , 2002, Journal of advanced nursing.

[19]  Michael J. Sanger,et al.  Students' Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge , 1997 .

[20]  A. Paivio.  Mental Representations: A Dual Coding Approach , 1986 .

[21]  Inbal Tuvi-Arad,et al.  Continuous Symmetry and Chemistry Teachers: Learning Advanced Chemistry Content through Novel Visualization Tools , 2010 .

[22]  Annemarie S. Palincsar,et al.  Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning , 1991 .

[23]  Ron Blonder,et al.  Teaching Nanotechnology Using Student-Centered Pedagogy for Increasing Students' Continuing Motivation , 2011 .

[24]  Gavin Fairbairn.  Ethics, empathy and storytelling in professional development , 2002 .

[25]  Andrew Greenberg,et al.  Integrating nanoscience into the classroom: perspectives on nanoscience education projects. , 2009, ACS nano.

[26]  Lloyd P. Rieber,et al.  A historical review of visualization in human cognition , 1995 .

[27]  Lynn Columba,et al.  Engaging Middle School Students in Nanoscale Science, Nanotechnology, and Electron Microscopy , 2010 .

[28]  Mihail C Roco,et al.  Converging science and technology at the nanoscale: opportunities for education and training , 2003, Nature Biotechnology.

[29]  Denise L Drane,et al.  A Typology of Undergraduate Students' Conceptions of Size and Scale: Identifying and Characterizing Conceptual Variation. , 2011 .

[30]  Barbara N. Young,et al.  Discovery Videos: A Safe, Tested, Time-Efficient Way to Incorporate Discovery-Laboratory Experiments into the Classroom. , 2003 .

[31]  Wolfgang Schneider,et al.  Educational films in the classroom: Increasing the benefit , 2007 .

[32]  R. Mayer,et al.  Multimedia Learning: The Promise of Multimedia Learning , 2001 .

[33]  Thomas J. Greenbowe,et al.  Developing and using conceptual computer animations for chemistry instruction , 1998 .

[34]  David D. Kumar.  Hypermedia: A Tool for STS Education? , 1991 .

[35]  Jazlin Ebenezer,et al.  A Hypermedia Environment to Explore and Negotiate Students' Conceptions: Animation of the Solution Process of Table Salt , 2001 .

[36]  M. Lepper,et al.  A desire to be taught: Instructional consequences of intrinsic motivation , 1992 .

[37]  G. Jones,et al.  Proportional Reasoning Ability and Concepts of Scale: Surface area to volume relationships in science , 2009 .

[38]  Mark R. Young,et al.  Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior , 2003 .

[39]  Jane Vella,et al.  Learning To Listen, Learning To Teach: The Power of Dialogue in Educating Adults. Revised Edition. The Jossey-Bass Higher and Adult Education Series. , 2002 .

[40]  Michael K. Thomas,et al.  Making learning fun: Quest Atlantis, a game without guns , 2005 .

[41]  Eric N. Wiebe,et al.  Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking , 2011 .

[42]  Joseph Krajcik,et al.  Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom , 2001 .

[43]  Roy Tasker,et al.  The Use of Video Demonstrations and Particulate Animation in General Chemistry , 2004 .

[44]  Charles M. Reigeluth,et al.  Designing Instruction for Constructivist Learning , 2013 .

[45]  Loretta L. Jones,et al.  Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations , 2007 .

[46]  Ron Blonder.  The Influence of a Teaching Model in Nanotechnology on Chemistry Teachers' Knowledge and Their Teaching Attitudes , 2010 .

[47]  James G. Goll,et al.  Teaching Chemistry Using the Movie Apollo 13 , 1999 .

[48]  Roberto Ma. Gregorius,et al.  Can Animations Effectively Substitute for Traditional Teaching Methods? Part I: Preparation and Testing of Materials , 2010 .

[49]  A. Johnstone.  Why is science difficult to learn? Things are seldom what they seem , 1991 .

[50]  D. Perkins.  Smart Schools: From Training Memories to Educating Minds , 1992 .

[51]  Maryellen Weimer,et al.  Learner-Centered Teaching: Five Key Changes to Practice , 2013 .

[52]  Thomas R. Tretter,et al.  Haptic Augmentation of Science Instruction: Does Touch Matter? , 2006 .

[53]  A. Paivio.  Dual coding theory: Retrospect and current status. , 1991 .

[54]  Michael J. Sanger,et al.  Using a Computer Animation To Improve Students' Conceptual Understanding of a Can-Crushing Demonstration. , 2000 .

[55]  Richard E. Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.