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|Title:||Learning at the Nanoscale: Research Questions that the Rapidly Evolving Interdisciplinarity of Science Poses for the Learning Sciences|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Hsi, S., Sabelli, N., Krajcik, J., Tinker, R., & Ellenbogen, K. (2006). Learning at the Nanoscale: Research Questions that the Rapidly Evolving Interdisciplinarity of Science Poses for the Learning Sciences. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 1066-1072). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Recent interdisciplinary discoveries in the sciences and engineering at the nanoscale, specifically in our ability to manipulate, molecules at atomic scales, suggests a need for the education community to reconsider the ways in which disciplinary-based sciences and mathematics are being taught in schools, as well as how the public might engage with nanoscale phenomena. This session will discuss key learning questions and their importance in helping to advance both conceptual reasoning from the macro, micro, nano, and atomic levels, as well as their implications for curricular restructuring, public programming, and teacher professional development. The timeliness and broader importance of this research derives in part from two NSF-sponsored workshops on nanoscale education held in 2005, the National Nanotechnology Initiative, and two multi- institutional NSF awards: a National Center for Learning and Teaching and the Nanoscale Informal Science Education Network. This session will discuss research implications for the learning sciences and education community.|
|Appears in Collections:||ICLS 2006|
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