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Authentic Science Research and the Utilization of Nanoscience in the Non-Traditional Classroom Setting

Published online by Cambridge University Press:  31 January 2011

Deborah A. Day ,
Zizi Yu ,
Zelun Wang ,
Jennifer Dalecki ,
Arian Jadbabaie ,
Emily Z. Feng ,
Thomas J. Mattessich ,
Christine Caragianis-Broadbridge ,
Mark A. Reed  and
Ryan Munden
Deborah A. Day
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Zizi Yu
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Zelun Wang
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Jennifer Dalecki
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Arian Jadbabaie
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Emily Z. Feng
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Thomas J. Mattessich
Affiliation:
[email protected], Amity Senior High School, Woodbridge, Connecticut, United States
Christine Caragianis-Broadbridge
Affiliation:
[email protected]@gmail.com, Southern Connecticut State University, Physics, New Haven, Connecticut, United States
Mark A. Reed
Affiliation:
[email protected], Yale University, Department of Applied Physics, New Haven, Connecticut, United States
Ryan Munden
Affiliation:
[email protected], United States
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Abstract

Applications of nanoscience in the non-traditional classroom have successfully exposed students to various methods of research with applications to micro- and nano-electronics. Activities obtained from the NanoSense website associated with current global energy and water concerns are solid examples. In this regard, all 36 students in the 2008-2009 Science Research Program (SRP) prepared and delivered individual and group lesson plans in addition to their authentic, year-long research projects. Two out of 36 students selected nanoscience based projects in preparation for science fair competition in 2009. Additionally, preliminary research was conducted while participating in the Center for Research on Interface Structures and Phenomena (CRISP) Research Experience for Teachers (RET) Program in summer 2008 which supported the idea of developing a photolithography kit. This kit is intended to introduce high school students to the fundamentals of photolithography. In this paper, the design, implementation and feasibility of this kit in the high school classroom is described as well as details involving individual and group nanoscience based projects. Supporting educational models include self-regulated learning (SRL) concepts; situated cognition; social constructivism; Renzulli's (1977) enrichment triad and Types I – III inquiry enrichment activities.

Keywords

educationnanoscalescanning electron microscopy (SEM)
Type
Research Article
Information
MRS Online Proceedings Library (OPL) , Volume 1233: Symposium PP – Materials Education , 2009 , 1233-PP04-32
Copyright
Copyright © Materials Research Society 2010

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References

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