Through interactive and hands-on activities, teachers learn about cutting-edge nano/bio concepts and align them with core curriculum concepts.
During the first week of a 3-weeks summer workshop, teachers learn nano-scale science content from researchers in the field of nanotechnology. Emphasis is placed on applications such as the construction of nano probes designed for the delivery of drugs to target cells in the body. Imaging, visualization tools, experimental design, data collection and analysis, and real-world applications are the primary foci. After the nano content modules are delivered, researchers continue to work with teachers in the workshop to support the development of content understanding while they constructed their PBL units.
Teachers use computer simulations to help students visualize and compare macro, micro and nanoscale objects.
Teachers are trained to use computer simulations and science imaging to help students visualize nano-scale objects. Teachers use computer applications such as nanoreisen, http://www.nanoreisen.de/english/index.html, in their teaching, which takes students through a virtual journey into increasingly smaller and smaller invisible worlds that illustrate comparative scales and complexity of natural phenomena. Other imaging techniques include the use of Visual Molecular Dynamics (VMD) to visualize 3-D structures of matter at the nano-scale. Teachers are also trained to use physical techniques to illustrate the concepts behind imaging and simulation of objects at the nano-scale.
Students communicate with peers and their teachers using IT tools to negotiate solutions to a real life problem scenario.
Teachers are trained on IT tools for gathering information (e.g., online research), tools for collaboration (e.g., Google Groups), and tools for presentation and dissemination (e.g., podcasts and videocasts). All participating teachers create a virtual collaborative space for their students to exchange information and hold discussions with group members to determine the optimal solution to the PBL scenario.
Students develop interests in STEM education and careers through working with real scientists and experts from nanotechnology professions.
In the summer professional development workshop, academic and industry partners from nanotechnology professions present topics on STEM careers to the teachers and summer pilot students. When teachers implement their PBL units in the school year, some invite scientists from the nanotechnology professions to talk to their classes about their career experiences. In addition, we provide internship opportunities for students to work with real scientists in a lab with a lead faculty for education and outreach of the Nano/Bio Interface Center at the School of Engineering and Applied Science at the University of Pennsylvania.
Teachers help students to learn about scientific inquiry and develop decision-making skills through problem-based and collaborative-learning pedagogies.
To engage students in scientific inquiry, teachers work with their classes during the school year to construct solutions collaboratively in a team that include design and experimental components from simulation applications and web research. Many teachers believe it is a great way to help students understand the nature of science and scientific research. In addition, the collaborative discussions help students develop good decision-making skills such as gathering information as evidence to support or dispute an argument, establishing principles to evaluate alternatives, and modifying ideas based on testing results. Curricula also include an ethical decision making component in which students are required to judge the affordances and constraints of nanotechnology's impact on society and the environment. Below is a sample PBL problem scenario:
The Pennsylvania State Board of Medicine has been asked to consider a motion to create a new program of study to be adopted by all the medical schools in the state of Pennsylvania. This program is intended to teach about new nanoscience treatments of cancer that are alternatives to current cancer treatment options. In board member teams, it is your duty to thoroughly investigate: 1) What nanoscience is; 2) How it relates to the treatment of cancer and medicine in general; and 3) The risks and benefits of nanoscience cancer treatments compared to traditional methods. Your job in your teams is to produce a written evidence-based report with an accompanying audio podcast that details your investigation and provides a recommendation for or against the creation of the new nanomedicine program of study. Each team’s report and podcast will be reviewed by all the other board member teams and the best one will be selected for adoption.
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