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Teachers’ Implementation Of Nanoscale Science And Engineering Into The Secondary Classroom: A Lesson Plan Analysis

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Infusing Engineering Content Through Curricular Innovation

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

14.1122.1 - 14.1122.14



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Paper Authors

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Emily Wischow Purdue University

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Lynn Bryan Purdue University

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George Bodner Purdue University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Teachers’ Implementation of Nanoscale Science and Engineering into the Secondary Classroom: A Lesson Plan Analysis Abstract

This study presents an analysis of ten lesson plans created by teachers as a part of a professional development program on nanoengineering, science, and technology conducted by the National Center for Learning and Teaching in Nanoscale Science and Engineering (NCLT) professional development team. The teacher lesson plans were analyzed across multiple dimensions to provide insights into how teachers plan to integrate new concepts into their traditional curricula. The analysis provided meaningful implications for the design of the professional development experience, and for providing appropriate teacher support in implementing content related to nanoscale phenomena in the secondary classroom.


As research developments broaden the scope and capabilities of modern engineering, science, and technology, this new information must be integrated into the educational system at all levels. To prepare students to be competitive researchers, we must start introducing foundational information about new developments into secondary education. One of the most important areas of recent research development is nanoengineering, science, and technology. Nanoscale phenomena have been investigated across multiple disciplines, and have applications in numerous fields, including medicine, environmental science, defense, and electronics development. Additionally, nanoscale phenomena provide a way to integrate engineering and design tasks into the secondary classroom (for example, through a lesson on self assembly that asks students to evaluate multiple factors in designing a model of a self-assembling system). Integration of engineering into the secondary curriculum can be a challenge, particularly within the context of rigid traditional curricula.

Any major development in secondary education must start with teachers. The creation of high quality professional development that engages teachers and takes into account their specific classroom environments and constraints is essential to the integration of new concepts, such as those relating to nanoscale phenomena. One way of assessing the usefulness of new classroom materials, and of investigating where teachers see curricular fit, is by an analysis of teacher lesson plans.

This study examines lesson plans from ten teachers who participated in a professional development institute run by the National Center for Learning and Teaching in Nanoscale Science and Engineering (NCLT). The teachers adapted lessons from a professional development institute on nanoengineering, science, and technology for their own classrooms. Research methodology and major findings will be presented, as well as implications for future professional development.

Wischow, E., & Bryan, L., & Bodner, G. (2009, June), Teachers’ Implementation Of Nanoscale Science And Engineering Into The Secondary Classroom: A Lesson Plan Analysis Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5140

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