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Model Use Choices of Secondary Teachers in Nanoscale Science and Engineering Education

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In this study we describe secondary teachers' reported practices of model use in nanoscale science and engineering (NSE) education after participating in an NSE professional development program. Participants in this study were primarily high school teachers of chemistry, physics, or biology. After incorporating NSE lessons that included models into their classrooms, four distinct ways teachers used models emerged: Models as: (1) tools for visualization, (2) products of student design, (3) representations for student critique, and (4) means for investigation. As some teachers' natural model use choices in NSE were not for investigation, design, or critique, curricula and professional development experiences must support teachers in using models as more powerful tools than visualization alone.


Document Type: Research Article


Publication date: 2010-06-01

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  • The Journal of Nano Education (JNE) is a peer-reviewed international journal that aims to provide the most complete and reliable source of information on current developments in nanoscale science, technology, engineering, and medical education.
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