Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology

  • Ron BlonderEmail author
  • Ilka Parchmann
  • Sevil Akaygun
  • Virginie Albe
Part of the Contributions from Science Education Research book series (CFSE, volume 1)


In this chapter, we present four different professional development programmes for in- and pre-service teachers and the accompanying research in the area of nanoscience and technology. First, we will present a review of the literature to lay out the field of conditions and approaches introducing nanoscience and nanotechnology into programmes for in- and pre-service teachers. This introduction will be followed by the four projects. The first study explores the goals and preconditions of introducing nanoscience into pre-service teacher education programmes; the second reports experiences from a programme for pre-service teachers. The third programme offers teachers authentic insights into research facilities. The fourth project reports about the design of an in-service teacher training programme focusing specifically on the use of models to teach and learn important nano techniques, such as atomic force microscopy. Those exemplary projects have been accompanied by different qualitative and quantitative research approaches which will also be outlined. The results of all four programmes clearly show the need for further investigations and course developments, based on the pre- and in-service teachers’ needs. They also give hints on successful tools and structures that could be used in other programmes on nanoscience, in modern scientific areas of interest for education as well.


Atomic Force Microscope Science Teacher Scanning Tunnel Microscopy Student Teacher Summer School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Binnig, G., Quate, C. F., & Gerber, C. (1986). Atomic force microscope. Physical Review Letters, 56, 930–933.CrossRefGoogle Scholar
  2. Blonder, R. (2010). The influence of a teaching model in nanotechnology on chemistry teachers’ knowledge and their teaching attitudes. Journal of Nano Education, 2, 67–75.CrossRefGoogle Scholar
  3. Blonder, R. (2011). The story of nanomaterials in modern technology: An advanced course for chemistry teachers. Journal of Chemical Education, 88(1), 49–52.CrossRefGoogle Scholar
  4. Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271–315.CrossRefGoogle Scholar
  5. Daly, S., & Bryan, L. A. (2010). Model use choices of secondary teachers in nanoscale science and engineering education. Journal of Nano Education, 2, 76–90.CrossRefGoogle Scholar
  6. Drane, D., Swarat, S., Light, G., Hersam, M., & Mason, T. (2009). An evaluation of the efficacy and transferability of a nanoscience module. Journal of Nano Education, 1, 8–14.CrossRefGoogle Scholar
  7. Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – A framework for improving teaching and learning science. In J. Dillon & D. Jorde (Eds.), The world handbook of science education – Handbook of research in Europe (pp. 13–37). Rotterdam: Sense Publisher.Google Scholar
  8. Englander, O., & Kim, A. (2011) Nanocore at the FAMU-FSU College of Engineering: Program overview and unique assessment approach. In: Proceedings of the ASME 2011 International Mechanical Engineering Congress & Exposition, Denver.Google Scholar
  9. Falk, J. H., & Dierking, L. D. (2000). Visitor experiences and the making of meaning. Walnut Creek: AltaMira Press.Google Scholar
  10. Hingant, B., & Albe, V. (2010). Nanosciences and nanotechnologies learning and teaching in secondary education: A review of literature. Studies in Science Education, 46(2), 121–152.CrossRefGoogle Scholar
  11. Jones, M. G., Paechter, M., Yen, C.-F., Gardner, G., Taylor, A., & Tretter, T. R. (2011). Teachers’ concepts of spatial scale: An international comparison. International Journal of Science Education, 1–21. doi:  10.1080/09500693.2011.610382.
  12. Kumar, D. D. (2007). Nanoscale science and technology in teaching. Australian Journal of Education in Chemistry, 68, 20–22.Google Scholar
  13. Marton, F. (1994). Phenomenography. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (pp. 4424–4429). Oxford: Pergamon.Google Scholar
  14. Nichol, C. A., & Hutchinson, J. S. (2010). Professional development for teachers in nanotechnology using distance learning technologies. Journal of Nano Education, 2, 37–47.CrossRefGoogle Scholar
  15. Parchmann, I., & Komorek, M. (2008). The model of educational reconstruction – A research model for the investigation of students’ and teachers’ conceptual ideas. In B. Ralle & I. Eilks (Eds.), Promoting successful science education – The worth of science education research (pp. 169–181). Aachen: Shaker Verlag.Google Scholar
  16. Parchmann, I., Lienau, C., Klüner, T., Drögemüller, S., & Al-Shamery, K. (2010). Kann man atome sehen? – eine reflexion aus sicht verschiedener wissenschaften. Chemkon, 17(2), 59–65. doi: 10.1002/ckon.201010112.CrossRefGoogle Scholar
  17. Roco, M. C. (2001). From vision to the implementation of the U.S. National Nanotechnology Initiative. Journal of Nanoparticle Research, 3, 5–11.CrossRefGoogle Scholar
  18. Roco, M. C. (2003). Converging science and technology at the nanoscale: Opportunities for education and training. Nature Biotechnology, 21, 1247–1249.CrossRefGoogle Scholar
  19. Schank, P., Krajcik, J., & Yunker, M. (2007). Nanoethics: The ethical and social implications of nanotechnology. Chapter: Can nanoscience be a catalyst for education reform? (pp. 277–289). Hobeken: Wiley.Google Scholar
  20. Shulman, L. S. (1987). Knowledge and teaching – Foundations of the new reform. Harvard Education Review, 57, 1–22.Google Scholar
  21. Stevens, S., Sutherland, L. M., & Krajcik, J. S. (2009). The big ideas of nanoscale science and engineering: A guidebook for secondary teachers. Arlington: NSTA Press.Google Scholar
  22. Tomasik, J., Jin, S., Hamers, R., & Moore, J. (2009). Design and initial evaluation of an online nanoscience course for teachers. Journal of Nano Education, 1, 48–69.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Ron Blonder
    • 1
    Email author
  • Ilka Parchmann
    • 2
  • Sevil Akaygun
    • 3
  • Virginie Albe
    • 4
  1. 1.Weizmann Institute of ScienceRehovotIsrael
  2. 2.Leibniz-Institute for Science and Mathematics Education (IPN)KielGermany
  3. 3.Bogazici UniversityIstanbulTurkey
  4. 4.STEFEcole Normale Supérieure de CachanCachanFrance

Personalised recommendations