تصور مقترح لدمج تكنولوجيا النانو STEM بالمرحله مصطفي (original) (raw)
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Nanotechnology Education on a Local Scale
Progress in nanotechnology depends on availability of well educated specialists. The response from European higher education institutions to the need for nano- education focuses mainly on Masters courses, but other forms of education are also being developed. At Rzeszow University this problem is of high importance because the Nanotechnology Center will be launched in 2010 to become a technology and research base in the southern- eastern Poland for BA, MA and PhD degree courses and for research projects. The most important matter while developing educational materials in nanotechnology is a rapid growth of new information and a quick transition from generating new ideas to implementing those ideas in industry. This makes e-learning the most efficient teaching strategy. Its potential is used to compile a laboratory course on nanostructure characterization. A 7 step strategy is developed to conduct workshops on the methods of characterization based on teacher-guided reading the resear...
Although information, communication and technology are considered as knowledge of the present era, nanotechnology is being regarded worldwide as the technology of the 21st. century, which has unique phenomena and high properties. The revolution of nanotechnology due to physical, chemical, electrical, mechanical, magnetic, optical and other super characteristics, the presence of nanotechnology can be said to divide the world into advanced countries and developing. To effectuate positive development in education society and humanity development, nanotechnology education is now one of the domestic and international challenges in order to solve the problems facing society, while simultaneously making safer life and better future. In this respect, researchers have pointed to the importance of integrating disparate nanotechnology concepts into curricula matrices and teaching activities through all educational stages to encourage learners to achieve and think towards advanced science facing the educational lack in this area internationally (NawalShalaby, 2012, 132-149; Denise Drane, Su Swarat, 2009, 8-14; Mark C. Hersam& Melissa Luna et al, 2004, 49-57; M. Meyyappan, 2004, 211-320). This affirms that nanotechnology concepts need to be treated academically in order to attain contemporary educational objectives. Definitely, this research an attempt to discover modern concepts in the curriculum and the teaching of nanotechnology shaping module, and evaluate its effectiveness on achievements and thinking towards advanced sciences for secondary schools’ students.
Elements of Nanotechnology Education in Engineering Curriculum Worldwide
Procedia - Social and Behavioral Sciences, 2012
Nanotechnology has developed by leaps and bounds due to potential high impacts of its application in the world today. Nanotechnology has many potential benefits including energy savings, alternative energy supplies, efficient use of raw materials, environmental protection, agriculture applications and medical breakthroughs. All of these applications are related to engineering. Thus, it is important that nanotechnology be taught during undergraduate for engineering students to prepare then in career related to nanotechnology. In this paper, a comparative study of the nanotechnology course contents from several universities in the world is made. Courses on nanotechnology in undergraduate level for engineering are typically taught either as a common course or junior/senior level elective course. The common course of nanotechnology in engineering requires the entire engineering student to take this course for the understanding of the fundamental and introduction to nanotechnology, where the prerequisite courses are pre-university Physics, Chemistry or Biology. For the 3 rd /4 th year level elective courses, students typically choose the elective course of nanotechnology with the requirement of some prerequisite subjects. Comparison between Malaysian universities and other universities in USA, UK, Singapore and Australia shows that engineering curriculum within Malaysian universities are lagging behind in terms of offering nanotechnology exposure through courses at the undergraduate level.
Interest in science and engineering starts early. Opportunities need to be available for students to nourish their budding curiosity. In order to provide educational opportunities on the cutting edge of advanced technology, the National Science Council, Taiwan, R.O.C., established a nanotechnology program for K–12 teachers. Supported by the National Science Council and the Ministry of Education, the K–12 Nanotechnology Program was led by engineering faculty at National Taiwan University, Taipei, Taiwan, R.O.C. In about two years, 169 schools participated in five regional programs. The teachers began the program knowing little about nanotechnology. Survey results showed that participating teachers’ attitudes and interests toward learning about science and technology increased through the involvement in the project. Issues about sustaining the effort and reaching out to students are also discussed.
Procedia - Social and Behavioral Sciences, 2012
During the last years, a big number of researches illustrated a sharp decline in young people's interest for key Science studies. In ment with other five institutions from Turkey, Bulgaria, Greece, Italy and Romania, the Project No. 511787-LLP-1-2010-1-TR-KA3-. Taking into account the issues proposed by the NTSE Project, the project partnership started to question the different target groups about the level of knowledge, implementation stage and the most effective ways to introduce the nanotechnology concepts during the Science lessons, in secondary education. The he possibility to adapt and implement the information concerning nanotechnologies in the frame of Science lessons, and which are the most effective ways to teach a particular scientific topic in a modern way. In addition, an analysis of the possible ways of using ICT tools for introducing nanotechnology concepts and related experiments to the students, will be also presented.
European Scientific Journal, 2015
Nanotechnology is very important in our society. Its concepts pertaining to study the unique characteristics of nano-scale material, which, in turn, helps in producing new materials that can be used in the fields of medicine, industry, engineering, agriculture, drugs, communications, defense, space, among others (Ban & Kocijancic, 2011). In response to the lack of these concepts in the Egyptian secondary school Physics curriculum, the current study aim at integrating some Nanotechnology concepts and applications in this curriculum and seek to answer this question: What "nanotechnology concepts and applications" should be teach in the secondary school Physics curriculum in Egypt. To do that, the researchers analyzed the content of Physics curricula in some countries and in the three grades of secondary education in Egypt for the school year 2014-2015, and prepared a list of 52 nanotechnology concepts, to be integrated in the secondary-stage Physics curriculum. These concepts were distributed along five basic units (the first unit included 20 concepts, the second unit 11 concepts, the third and fourth units 8 concepts each, and the fifth unit 5 concepts). On the other hand, twenty one concepts of nanotechnology were integrated into the second-grade secondary school Physics curriculum, distributed along three units (Units one and two included nine concepts whereas unit three included three concepts). Regarding the third grade secondary stage Physics curriculum, 17 nanotechnology concepts were integrated and distributed along three units (the first unit included 3 concepts, the second unit 7 concepts, and the third unit 8 concepts).
The paper presents a study developed in the frame of LLP KA3-ICT project no. 511787-LLP-1-2010-1-TR-KA3-KA3MP: "Nano-Tech Science Education" that aims to use ICTs as a tool to make the learning of science subjects more attractive and accessible. Trying to increase the learners' motivation in science studies (The Educational Council of European Union Report, 2001), teachers and students were asked about how to introduce the new scientific concepts related to nano-materials and nano-technologies in the classroom, to be easy and better understood. The paper includes only the analysis of the science teachers' answers from the Turkish and Romanian secondary education in order to identify the most suitable tools for introducing the nano-materials and nano-technologies in science lessons. Based on their feedback, the partnership decided to set up a specific Nanotech Virtual Lab and use the proper ICT tools during the project.
Trends in education and training development in the field of nanotechnology
2006
The paper presents the dynamic development of nanotechnologies in the world and the educational demand for scientists, engineers and didactic staff. Proposed and created forms of education and development related to nanotechnology are shown as well. Special attention is paid to characteristic educational systems in the world leading economies in the field of nanotechnology, mainly in the United States, Japan and EU countries. Compared to these countries, the situation in Poland within education and training in this domain is described.
2012 International Conference on Information Technology Based Higher Education and Training (ITHET), 2012
In order to prepare the future of science and technology of information and communication, and due to the huge evolution of the associated techniques during the last fifty years, it is more and more important to attract good students and researchers in this field. It is well known that during the last fifteen years, a strong decrease of interest of the young pupils for exact sciences is observed in the major part of Europe, following the same trend that North America encountered several years ago. A way to invert this trend consists in educating young generations in nanotechnology and nanosciences. The peculiar environment in Grenoble with the presence of world-class research centers and an education oriented center of micro-and nanoelectronics allowed building adapted programs thanks to a strong collaboration between these centers and the secondary school administration. During the last three years, the so-called Nano@school project enabled dozens of classes a year to follow an original curriculum benefiting from this exceptional environment. This paper deals with this experiment. After a description of the project, some analysis and evaluation are presented.
Nanotechnology among Teachers and Students in the Arab Sector in Israel: Awareness and Attitudes
Creative Education
The present study investigates awareness and attitudes towards nanotechnology among teachers and students from the Arab sector in Israel. The research was based on distributing a questionnaire and a semi-structured interview. The results revealed that both the teachers and students have a basic knowledge of nanotechnology. Moreover, different variables including gender, grade, years of experience, and level of education, have revealed no effect, considering the fact that nanotechnology is not introduced as a subject in teaching curriculum in schools.