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Want to Read Currently Reading Read. Refresh and try again. Open Preview See a Problem? Thanks for telling us about the problem. Return to Book Page. These NanoSense Teacher Materials been designed to help teachers help high school students understand science concepts that account for nanoscale phenomena, and the principles, applications, and implications of nanoscale science. To see what your friends thought of this book, please sign up. To ask other readers questions about NanoSense Teacher Materials , please sign up.

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NanoSense Teacher Materials

Lists with This Book. This book is not yet featured on Listopia. Sir rated it it was amazing Sep 05, Jamie R rated it really liked it Nov 24, Guillermo Chavez rated it liked it Nov 06, Joyce rated it it was amazing Jul 23, Albert Davies rated it it was amazing Feb 27, James Harms rated it liked it Sep 11, Heather added it Jun 15, Jennifer Calland added it Jun 30, Takeshi marked it as to-read Jul 27, Sandi marked it as to-read Oct 23, Janice Sanborn marked it as to-read Oct 25, Another issue is how to organize the curriculum: Our work suggests that organizing units around content topics helps students connect their prior knowledge to the new information.

A third issue is finding reliable and verifiable information in a rapidly evolving area. For example, in the literature we found numerous terminology differences and explanations that contradicted each other on various fronts regarding whether zinc oxide blocks UV radiation by absorbing or scattering the radiation.

There are few common frameworks for understanding emerging science--particularly ones that are understandable at a high school level.

We are targeting our materials for high school chemistry, but knowledge of physics and biology are quite helpful for both teachers and students in understanding nanoscience and its applications. This raises the question of whether nanoscience is best taught toward the end of the general high school science sequence.

NanoSense Teacher Materials by CK Foundation

Team teaching approaches could also be effective, but coordinating such efforts adds another layer of complication. Another approach is to leverage student knowledge of other disciplines, which could also reduce some of the burden on the teacher. A final issue is how to help teachers determine where the curriculum fits with what they currently teach.


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We have found it useful to provide teachers with alignment charts of where the curriculum addresses core science topics. Providing teachers with multiple ways to use the materials and a "drill-down" structure for progressively greater depth of understanding enables adjustment for different levels of students. A final challenge is developing teacher support materials for an area in which the content reaches outside teachers' expertise. Lack of familiarity with the content made it difficult for our teachers to stimulate discussion by asking follow-up questions and to identify and address student misconceptions.

Developers must create materials that provide deep explanations, provide strong guidance for discussion topics and questions, and identify and highlight potential misconceptions. The novelty of the content, combined with the newness of the field, raises pedagogical demands that some teachers may not be prepared to deal with. Teachers are not able to know all the answers to students' and their own questions, and many questions go beyond our current understanding as a scientific community.


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  8. To help teachers engage these challenges, we have recast them as opportunities to model the scientific process and provide concrete strategies for how to do so see Figure 1. In this way, we aim to have teachers and students experience science in action as an empowering and energizing experience rather than as an exercise in frustration. Teachers receive a stipend, in addition to funding for travel, housing, professional development, and purchasing lab equipment for their classrooms. The commitment goes far beyond time during the summer, as teachers are expected to collaborate during the school year.

    Excerpt from teacher's guide addressing pedagogical challenges of teaching nanoscience. Despite these challenges, it is possible to introduce emerging science at the high school level.

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    Cutting-edge science topics can engage students, reinforce core science concepts, and give students a better idea of how the traditional disciplines tie together. NanoSense units are available at nanosense. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Alyssa Wise afwise indiana.

    Key Design Feature Example from NanoSense Units Situate the units in one discipline chemistry to facilitate adoption in the existing high school structure. Lessons build on knowledge of atomic models, ionic and covalent bonding, emission of light by gases, etc. Clear Sunscreen Center the units around exciting applications as a "hook" for students.