Abstract
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.
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Notes
- 1.
Researchers involved: Katrin Bock, Stefanie Herzog and Ilka Parchmann
- 2.
National Institute of Nuclear and Particle Physics (IN2P3), part of CNRS (National Center for Scientific Research, a government-funded research organisation, under the administrative authority of France’s Ministry of Research); French Atomic Energy Commission, leader in research, development and innovation, with the objective of ensuring that the nuclear deterrent remains effective in the future.
- 3.
The French Physics Society, an association that aims to promote physics and physicists; Physics and Chemistry Teachers’ Union, a teachers’ union involved in a 2 year undergraduate programme specific to France, leading to a nationwide competitive examination for admission into one of the ‘Grandes Ecoles’, the leading schools in engineering, management and research – the programme includes high-level courses in mathematics, physics, chemistry, computer and engineering sciences as well as the humanities (foreign languages and philosophy).
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Blonder, R., Parchmann, I., Akaygun, S., Albe, V. (2014). Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology. In: Bruguière, C., Tiberghien, A., Clément, P. (eds) Topics and Trends in Current Science Education. Contributions from Science Education Research, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7281-6_10
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