M&L 2012 - NTSE: Nano Technology in science education - by Zuhal Yilmaz Dogan

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  • According to the partners ’ expertise, the Partners agreed to split up under working groups under three parts; first is ICT part that will be carried out by Sirma (P3) and UVT (P5), second is the Content part that will be carried out by DOGA (P1) and CCTA (P6) and the third is the Methodology part that will be done by FORTH (P4) and Fondazione Idis (P2).
  • It is believed that science education should show what the students learn in classroom is related to external world and daily life, should make the students be able to perform experiments, should enhance the personal interest of the student toward science, use information technologies (ICT), offer short reports on modern achievements in science at the micro- and nano- level by short talks in every learning unit. In addition to this, most of the teacher are capable of using ICT in science education.
  • Moreover, in partner countries ’ interviewees affirm that for teaching Science/Nano-Tech topics ICT tools represent a method to increase students ’ motivation and to make learning more attractive. So it is good to know that the teachers have positive attitude towards using ICT and they already use it in their classes moderately.
  • Most of the science teachers use at least one of the different ICT tools in their classes and mostly they prefer ppt and videos.
  • Even though teachers are motivated to use ICT in science teaching and believe that they are capable of using them effectively in their classes. The results of questionnaires and their answers show that they use ICT mostly as a resource ( videos, simulations etc.) to promote the remembering and understanding stages of their learning as they do in traditional teaching. The interactions, involvement of the students, practice and creation stages are still missing. When we look at Bloom’ s taxonomy stages the learning should involve 6 stages.
  • Nano scale: raise the awareness of the ss on Nano through presenting in a nano scale . This lesson plan is the basis for the presentation of the Nano –techn. Bucky ball: It has origami activity to engage the ss with hands on activities to make the topic more meaningful and visible Nano Crystall fabrication : It is planned to initiate the production stage in nano-tech educ. The experimentation is supported with the simulations and practical and applicable activities to make the ???? In an atomic scale more meaningful, enjoyable and visible for the students such as tooth picks, honey and matchsticks& honey activities. They are easy to find, use and implement with the ss and useful to involve the ss to the video conference sessions with the partner schools. Lotus Effect: It is sample of how the nature is replicated by human. It is useful to show where the nano-tech is in their life. It was supported with the existing videos and simulations from youtube and different project web sites. Iron Nano Particles: It is the application stage to show how nano materials are used . It is supported with the simulations to understand what’ s out there?????? in nano scale. Each guideline is supported with the assessment grids for the students to assess their own learning on new Nano topics and determine the place of the Nano in their life.
  • Students are able to watch experiments which they cannot make in their laboratories and communicate what they learn.
  • M&L 2012 - NTSE: Nano Technology in science education - by Zuhal Yilmaz Dogan

    1. 1. NTSE:NANO TECHNOLOGY IN SCIENCEEDUCATIONProject No: 511787-LLP-1-2010-1-TR-KA3-KA3MP Zuhal YILMAZ DOGAN November, 2012/ Brussels
    2. 2. The aim of the NTSE PROJECTRaising students awareness about nanotechnology, through explorative and amusing science learning in Virtual Laboratory (VL).Making science education more appealing and motivating via the design of authentic experiment materials suitable for different target group to promote nanotechnology and popularize it.Supporting science teachers in general and vocational education to be more enthusiastic and capable of using ICT in their lessons.
    3. 3. NTSE Target Groupsstudents from the general and vocational schools,teachers in science subject,college & university students in science department.
    4. 4. Project PartnersDoğa Schools, Türkiye (Coordinator) www.dogaschools.comFondazione Idis-Citta della Scienza (Fondazione), Italy www.fondazioneidis.itSirma Media AD (Sirma), Bulgaria www.sirmamedia.com Foundation for Research and Technology- Hellas (FORTH), www.forth.grUniversitatea Valahia Targovişte (UVT), Romanya www.valahia.roCenter for Creative Training (CCTA), Bulgaria www.cct.bg
    5. 5. Results of the the questionnaires applied to the science teachers in TR, BG, RO, IT & GR; 1. The most effective way to teach science topic is….1 Formal lessons 56,43 18,69 33,752 Reading textbooks 41,55 26,19 29,883 Watching clips and documentaries 57,46 9,21 46,434 Interactive computer based tools 62,66 5,00 94,875 Direct experiments using measuring equipment 57,86 8,93 92,50 Pre-recorded or filmed experiments with6 explanations 54,85 14,66 87,187 Less structured experiments 38,73 32,54 32,388 Other (Educational Games) 35,71      %Yes % Not Sure % No 2. Teachers’ opinions to manage with using ICT tools for teaching Science topics. 5,28 31,09 54,59 20,71 poor ave r age good e xce lle nt
    6. 6. 3. The benefits of using ICT for teaching Science/Nano-Techtopics… a as a method to increase students’ motivation 84,45 as a method to make learning content more attractive b (by using virtual environments and multimedia tools) 91,94 as a way to make students more emotional (by c connecting them) 76,42 as a method to promote creativity based on d collaborative work 83,584. The frequency to implement ready-made ICT toolsfor teaching Science topics. 18,78 40,01 40,60 20,00 s om e tim ne ve r ofte n alw ays es
    7. 7. 5. ICT tools used for presenting Science/Nano-Tech experiments in science lessons 0 10 20 30 40 50 60 70 80 90 100 1 PowerPoint Presentations 44,63 2 Digital Images 22,51 3 Video clips 39,21 4 Virtual Experiments 34,18 5 Other 6,07GEN. 68,71
    8. 8. •The Virtual Lab, (www.ntse-nanotech.eu)mainly serves as a platform forscience lessons, as a database of teaching materials and as a hub forscience-learning-related graphic aids and recorded and illustratedappealing experiments on Nanotech.
    9. 9. How are our educational tools of experimentation room designed? Initiating with the curriculum survey, the matching of selected nanotech experiment topics correlated with science curriculum. Defining the pedagogical features required for ICT-based science teaching on nanotech, for different target groups/educational settings. Covering very simple Nano-tech activities connected with science education in secondary school education via supplying very simple and applicable educational tools for science teachers since the terms of Nano are perceived very confusing and frightening for the science teachers. Updating the educational tools through testing in classes, realizing video conference sessions with partner schools.
    10. 10. Doğa Koleji, Yakacık Campus Nanobiotechnology Lab.
    11. 11. NTSE Virtual Laboratory is still in progress for the test implementation phasewas tested ( mostly lesson plans) more than 20 schools5 school were involved in video conference sessions to do
    12. 12. ACTIVITIES FROM THE CLASSES
    13. 13. IMPLEMENTER SCHOOLS OF NTSE PROJECT Nr Name of organisation Type of institution City Country  Trakia University, Department for Information and  1 EDU-UNIV Stara Zagora BG In-Service Teacher Training (DIITT) Association of the young scholars in Bulgaria,  2 EDU Sofia BG under the Bulgarian Academy of Sciences 3 Hristo Botev 21st SOU EDU-SCHSec Sofia BG “Emanuil Ivanov” Science and Math Secondary  4 EDU-SCHSec Kjustendil BG School   “Ivan Vazov” Science and Math Secondary  5 EDU-SCHSec Dimitrovgrad BG School 6 “Frederic Julio Curie” 23 SOU EDU-SCHSec Sofia BG 7  “Prof. Vasil Zlatarski” 138 SOU EDU-SCHSec Sofia BG 8  Ankara Gazi Education Faculty  EDU-UNIV  Ankara  TR 9  Sakıp Sabancı Anatolian High School  EDU-SCH  Istanbul  TR  Dr. Nurettin Erk Perihan Erk Technological &  10  EDU- VOC  Istanbul  TR Vocational School  Fatih Cagaloglu Technological and Vocational  11  EDU-VOC  Istanbul  TR School for Females 12  Istanbul University Education Faculty  EDU-UNIV  Istanbul  TR 13  Primary Palmiye Elementary School   EDU-PRM  Mersin  TR 14  Primary Doruk Elementary School  EDU-PRM  Batman  TR 15  Primary Sakarya Elementary  EDU-PRM  Sakarya  TR 16  The Municipality of Sevlievo  local authority Sevlievo   BG  training center at  The Training Center at the Bulgarian 17 a research  Sofia  BG Academy of Sciences institution  Public Authority  18  Dambovita County Scholar Inspectorate  Targoviste  RO (Regional)
    14. 14. NanoTech Competition  addresses students between 13- 18  aims at encouraging the students to produce projects with regard to Nanotechnology  Inspires the science education for future scientists.  The Virtual Laboratory will be the platform to release the result of the competition.
    15. 15. Nanotechnology Science Camp in BGaddresses the secondary school teachers and their studentswill be held in Junebe exploited to inspire young nano pioneers.
    16. 16. Nanotechnology Science Education ConferenceAn International day-long Nano Tech Conference called “International Congress on Innovative Science Education with Inspiration through Nanotechnology” will be held in Turkey in October, 2013.
    17. 17. Do you think that the ICT educational tools/ materials can support the meaningful and active learning in science education?How should these educational tools/ materials be implemented to get the max. benefit in classroom learning?Do you believe that the challenging and invisible/ abstract topics can be taught via ICT tools?
    18. 18. Thank you for your patience Zuhal Yılmaz Dogan zuhalyd@gmail.comFor more: http://www.ntse-nanotech.eu/

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