Nanotechnology Education Research Articles

МЕТОДИЧНІ ОСОБЛИВОСТІ НАВЧАННЯ УЧНІВ ОСНОВ НАНОТЕХНОЛОГІЙ НА УРОКАХ ФІЗИКИ У 10 КЛАСІ

Nowadays quality education for the younger generation is the key to the development of the state. This paper proves that including the separate issues of the basics of nanotechnology in physics lessons will update the content of learning physics and will be the basis for the training of qualified personnel. The purpose of the article is to reveal the methodological specifics of teaching students the basics of nanotechnology in physics lessons in the 10th form. The analysis of the textbooks recommended by the Ministry of Education and Science of Ukraine on physics for the 10th forms has been carried out. The article is proposed to include the separate issues of the basics of nanotechnology in the sections «Mechanics» and «Molecular physics and thermodynamics». The methodical recommendations for teaching of the separate issues of the basics of nanotechnology have been developed. The content of the article is a logical continuation of the previously defined methodological specifics of teaching pupils the basics of nanotechnology in the course of physics for the 7th, 8th and 9th forms, which will contribute to the formation of a comprehensive view of nanotechnology among students and will ensure continuation in studying the basics of nanotechnology. Formation of subject nanotechnological competence has to become a result of learning separate issues of the basics of nanotechnology in physics lessons. The article focuses on the use of non-traditional teaching methods (methods of problem-based learning, interactive methods, project method) when studying relevant issues of nanotechnological topic. We have drawn a conclusion that the including the separate issues of the basics of nanotechnology in school course of physics will contribute to the formation of high school students' ideas about nanotechnology and will be important step towards the training of specialists capable of developing this new field of science and technology for the economic and technological growth of our country. Key words: nanotechnology education, school course of physics, methodological specifics of teaching pupils the basics of nanotechnology.

Awareness about nanotechnology and its applications in drug industry among pharmacy students

IntroductionGiven the multiple nanotechnology-based pharmaceutical products that are available on the drug market, nanotechnology education has to be offered within pharmacy undergraduate curricula. MethodsA cross-sectional study was carried out to assess the level of nanotechnology awareness among pharmacy students using two questionnaires. The study targeted 500 students and the deans of the faculties of pharmacy in Jordan. ResultsResults show that most of the students had poor knowledge about nanotechnology and that academic courses are the leading source of information. <10% of students attended experiments related to nanotechnology. About 50% of students did not have any knowledge about the safety of nanotechnology. All the deans stated that there is no specific practical or theoretical course to teach nanotechnology, but the concepts are taught within other courses. ConclusionsPharmacy students' knowledge about nanotechnology is poor, and courses within pharmacy curricula need to be dedicated to teaching nanotechnology and its applications.

Focus on lasers, imaging, and microscopy

Focus on lasers, imaging, and microscopy

The effect of activity-based nanoscience and nanotechnology education on pre-service science teachers’ conceptual understanding

The purpose of the study was to examine the effect of activity-based nanoscience and nanotechnology education (ABNNE) on pre-service science teachers’ (PST’) conceptual understanding of nanoscience and nanotechnology. Within this context, the study was conducted according to mixed methods research with the use of both quantitative and qualitative methods. The participants were 32 PST who were determined by using criterion sampling that is one of the purposive sampling methods. ABNNE was carried out during 7 weeks as 2 h per week in special issues at physics course. Design and implementation of ABNNE were based on “Big Ideas” which was found in literature and provided guidance for teaching nanoscience and nanotechnology. All activities implemented during ABNNE were selected from literature. “Nanoscience and Nanotechnology Concept Test (NN-CT)” and “Activity-Based Nanoscience and Nanotechnology Education Assessment Form (ABNNE-AF)” were used as data collection tools in research. Findings obtained with data collection tools were discussed with coverage of literature. The findings revealed that PST conceptual understanding developed following ABNNE. Various suggestions for increasing PST conceptual understanding of nanoscience and nanotechnology were presented according to the results of the study.

Nanociencia y nanotecnología en carreras de ingeniería

La nanociencia y la nanotecnología son campos interdisciplinarios de la ciencia y la tecnología que han tenido un gran impacto en las últimas décadas. Si bien sus aplicaciones aparecen en todas las ramas de la ingeniería, la formación en nanotecnología para ingenieros se suele restringir a cursos de posgrado. Por ello resulta necesario introducir la temática en etapas de formación más tempranas. En consecuencia, este trabajo presenta un diseño curricular para la enseñanza de nanociencia y nanotecnología en carreras de ingeniería, a nivel de grado. La propuesta se puede incorporar en carreras de ingeniería diversas y fue recientemente implementada en el programa de ingeniería electromecánica de la Universidad Tecnológica Nacional.

Controlled Synthesis of Nanomaterials at the Undergraduate Laboratory: Cu(OH)2 and CuO Nanowires

Undergraduate-level laboratory experiments that involve the synthesis of nanomaterials with well-defined/controlled shapes are very attractive under the umbrella of nanotechnology education. Herein we describe a low-cost and facile experiment for the synthesis of Cu(OH)2 and CuO nanowires comprising three main parts: (i) synthesis of Cu(OH)2 nanowires by a precipitation approach followed by a calcination step that converts Cu(OH)2 to CuO; (ii) use of Cu(OH)2 and CuO nanowires as model systems to explore a variety of characterization techniques relevant in the context of solid-state chemistry, materials chemistry, and nanoscience; and (iii) presentation/discussion of the data. Other learning objectives include probing of chemical transformations at the nanoscale and the use of concepts borrowed from coordination chemistry to understand the formation mechanism of Cu(OH)2 and CuO nanowires from a Cu2+(aq) precursor. This experiment can be performed with a relatively simple laboratory infrastructure and with instrumentation that is generally widely available. Moreover, students are able to integrate multidisciplinary concepts in a single activity and become introduced to/familiarized with a currently active research field (nanoscience) and its associated literature.

Nanotechnology Education for the Global World: Training the Leaders of Tomorrow

Nanoscience is one of the fastest growing and most impactful fields in global scientific research. In order to support the continued development of nanoscience and nanotechnology, it is important that nanoscience education be a top priority to accelerate research excellence. In this Nano Focus, we discuss current approaches to nanoscience training and propose a learning design framework to promote the next generation of nanoscientists. Prominent among these are the abilities to communicate and to work across and between conventional disciplines. While the United States has played leading roles in initiating these developments, the global landscape of nanoscience calls for worldwide attention to this educational need. Recent developments in emerging nanoscience nations are also discussed. Photo credit: Jae Hyeon Park.

Get the word out.

Sharing progress in nanotechnology education is as important as developing the research programmes themselves, as Kurt Winkelmann explains.

¿POR QUÉ ES NECESARIA LA DIVULGACIÓN Y LA FORMACIÓN EN NANOTECNOLOGÍA?

La Nanociencia es el estudio de estructuras de tamaño entre 1 y 100 nanómetros, llamadas nanoestructuras, las cuales, debido a sus pequeñas escalas de tamaño se comportan de manera diferente a la materia a escalas micro y macroscópicas. Estas nuevas propiedades de los materiales permiten la fabricación de nuevos productos y tecnologías. Son tantas las posibles aplicaciones que se habla de una nueva revolución tecnológica. En este trabajo se argumenta la importancia de la divulgación y la formación científica y tecnológica en nanociencia y nanotecnología. También se mencionan, brevemente, las acciones que acomete en este sentido la Red Internacional “José Roberto Leite” de Divulgación y Formación en Nanotecnología, NANODYF (www.nanodyf.com)

Using the Finite Elements Method (FEM) for Nanotechnology Education. A rectangular cantilever as a mass sensor

The Finite Element Method FEM can be used in the context of physics engineering education, particularly in nanotechnology training. Cantilevers and cantilevers arrays have been implemented as sensors within lots of applications. In the present paper, FEM was used to assess validity of basic models where cantilevers are used as mass sensors. Resonance frequency of a cantilever transversal vibration was found; this was a silicon one-side clamped cantilever. A number of minor mass elements Am was added on the cantilever's free side. Then in each case, a new resonance frequency was found; this led to obtain the Am values from shifts of resonance frequencies. Finally, those values were compared with CAD model values.

The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City

Background:Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren.Purpose:The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan.Program description:To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education.Sample:The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity.Design and methods:A research tool called the ‘NPSEPT test’ was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: ‘Nanophenomena in the natural world’; ‘Nanomaterials and their scaling effects’; and ‘Definition, characteristics, and applications of nanotechnology.’ The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison.Results:The results of the three-part ‘NPSEPT test’ revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts.Conclusions:Significant effectiveness of the NPSEPT program and nanotechnology learning outcomes of the elementary school students were observed. The NPSEPT program should therefore be considered an appropriate program to promote popular science with a focus on nanotechnology in elementary schools.

Precollege nanotechnology education: a different kind of thinking

AbstractThe introduction of nanotechnology education into K-12 education has happened so quickly that there has been little time to evaluate the approaches and knowledge goals that are most effective to teach precollege students. This review of nanotechnology education examines the instructional approaches and types of knowledge that frame nanotechnology precollege education. Methods used to teach different forms of knowledge are examined in light of the goal of creating effective and meaningful instruction. The developmental components needed to understand concepts such as surface area to volume relationships as well as the counterintuitive behavior of nanoscale materials are described. Instructional methods used in precollege nanotechnology education and the levels at which different nanoscale topics are introduced is presented and critiqued. Suggestions are made for the development of new nanotechnology educational programs that are developmental, sequenced, and meaningful.

Precollege nanotechnology education: A different kind of thinking

Precollege nanotechnology education: A different kind of thinking

Comparative analysis of nanotechnology awareness in consumers and experts in South Korea.

PurposeThis study examined the need for public communication about nanotechnologies and nanoparticles by providing a comparative analysis of the differences in risk awareness of nanotechnologies and nanoparticles between consumers and experts.MethodsA total of 1,007 consumers and 150 experts participated in this study. A questionnaire was prepared examining their awareness of nanotechnologies and nanomaterials and their view of the necessity for information and education about the latest nanotechnologies and nanomaterials.ResultsOur results indicated that the expert group recognized that they knew more than consumers about nanotechnology and that there was a need for relevant education in nanotechnology and nanomaterials among consumers. We found that the consumer group had a more positive attitude toward nanotechnology, even though they did not know much about it. Moreover, the consumer group was inconclusive about the type of information on nanotechnology deemed necessary for the public, as well as the suitable party to be responsible for education and for delivering the information.ConclusionAn education and promotion program targeting consumers should be established to overcome the differences between consumers and experts in their awareness of nanotechnology. Specifically, the establishment of concepts for nanomaterials or nanoproducts is required immediately. With clear standards on nanomaterials, consumers can make informed decisions in selecting nanoproducts in the market.

Chemistry Contributions to Nanoscience and Nanotechnology Education: A Review of the Literature

Chemistry Contributions to Nanoscience and Nanotechnology Education: A Review of the Literature

NanoHUB.org: Experiences and Challenges in Software Sustainability for a Large Scientific Community

The science gateway nanoHUB.org , funded by the National Science Foundation (NSF), serves a large scientific community dedicated to research and education in nanotechnology with community-contributed simulation codes as well as a vast repository of other materials such as recorded presentations, teaching materials, and workshops and courses. Nearly 330,000 users annually access over 4400 items of content on nanoHUB, including 343 simulation tools. Arguably the largest nanotechnology facility in the world, nanoHUB has led the way not only in providing open access to scientific code in the nanotechnology community, but also in lowering barriers to the use of that code, by providing a platform where developers are able to easily and quickly deploy code written in a variety of languages with user-friendly graphical user interfaces and where users can run the latest versions of codes transparently on the grid or other powerful resources without ever having to download or update code. Being a leader in open access code deployment provides nanoHUB with opportunities and challenges as it meets the current and future needs of its community. This paper discusses the experiences of nanoHUB in addressing and adapting to the changing landscape of scientific software in ways that best serve its community and meet the needs of the largest portion of its user base.

Haves and Have-Nots: The State of Nanotechnology and STEM Education in U.S. Baccalaureate Liberal Arts Colleges

Haves and Have-Nots: The State of Nanotechnology and STEM Education in U.S. Baccalaureate Liberal Arts Colleges

Sri Lankan Medical Undergraduates Awareness of Nanotechnology and Its Risks

This study examines students’ understanding of the normative connections between key concepts of nanotechnology in nanomedicine and underlying biological principles that are critical for an in-depth understanding of its therapeutic application in medical field. A structured questionnaire was distributed among randomly selected undergraduates at the Faculty of Medicine and Allied Sciences, University of Rajarata, Sri Lanka. A total of 80 students participated in this study and completed written questionnaire on nanomedicine. The outcome of this study shows that there is a strong positive response on basic knowledge on nanoscale, but the undergraduates had an average knowledge on therapeutic application related to nanomedicine. Almost all students had a good knowledge on nanoscale but they lack knowledge of the relationship between nano and nanomedicine. Specifically, students were challenged to demonstrate an integrated understanding of the nanomedicine therapeutic application. Almost 58% of them were unable to give an example of it. Also some students struggled to explain it. Furthermore, in this study it was observed that there is a positive correlation in risk benefit section related to nanomedicine. Although the outcome is preliminary in nature, the results provide cause for concern over the status of nanotechnology education in Sri Lanka which needed to be uplifted.

Nano-education from a European perspective: nano-training for non-R&amp;D jobs

This article presents results of a study on the need for nanotechnology education and training in a variety of organisations in Europe. The organisations are active in dialogue and communication, regulation, or promotion of science, technology and innovation (ST&I). These new data are presented in the framework of recent trends in European Union policies governing education in nanotechnology. Respondents from all areas expressed interest in learning about nanoscience, nanomaterials, nanorisk assessment, and legal and social aspects of nanotechnology, preferably in their mother tongue. Most organisations active in dialogue and communication and regulation tend to be interested in specific aspects of nanotechnology that enter their agenda for a short time, and then shift focus to other topics that may not be related to nanotechnology. Respondents in ST&I promotion either need only superficial knowledge about nanotechnology (for government policy makers) or very in-depth knowledge about new trends in nanotechnology and their societal and economic aspects.

Highlights and Updates of the NUE Nanotechnology Concepts, Opportunities, Research and Education (NanoCORE) Program

Highlights and Updates of the NUE Nanotechnology Concepts, Opportunities, Research and Education (NanoCORE) Program