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Design and Initial Evaluation of an Online Nanoscience Course for Teachers

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This paper discusses the design of an online professional development course on nanoscience and nanotechnology for teachers. Also described are the initial evaluation results of the first version, offered during the summer of 2006 in an eight-week session to 13 participants. A comparison of pre-instruction quiz responses to weekly quiz responses shows that teachers achieved significant learning gains during the eight-week course. Participants indicated the online learning environment was close to ideal in the areas of professional relevance and tutor support, while the levels of interactivity and peer support required improvement. As a final project, each participant created a nanoscience module for his or her classroom that was peer-reviewed by other participants.
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Document Type: Research Article

Publication date: March 1, 2009

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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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