Presentation from the 2nd Scientix Conference, 24-26 October 2014, Brussels, Belgium

1. Towards a Ubiquitous Good
NST Education
NanoEIS: Nanotechnology Education for Industry and
Society
Brussels, 25 October 2014
Moshe Talesnik
ORT Israel

3. NanoEIS at a glance
• Coordinated by Paris Lodron University, Salzburg
(Austria)
• 36 months (November 2012 – October 2015)
• 8 beneficiaries, 11 partners
• EU contribution: 0.5 M €

4. NanoEIS objectives
• Demonstrate that NST studies in school provide
added values.
• Identify best practice models for transition from
high schools into NST studies.
• Identify best practice models of how universities
have developed curricula in NST.
• Provide a university curriculum as open course,
including teaching modules and assessment tools.

5. Meeting the needs of the future job market
Academia
Industry Secondary
school
The Challenge:
How can NST be integrated into high school teaching?

6. The need for NST in secondary school
1. Exposing students to many new scientific and
technological developments, is fundamental for
their progress and change.
Dewey, J. (1902). The child and the curriculum
2. An emerging science & technology - attracts
and increases motivation to learn sciences
4. It is a girl (and a boy) thing
3. Interdisciplinary field (including humanities)
Blonder, R., & Dinur, M. (2011). Teaching nanotechnology using student-centered
pedagogy for increasing students’ continuing motivation

7. Teaching NST in schools nowadays
• In its infancy.
• Great variation of hours allocated to
STEM (and NST)
• The “trade-off” issue

8. What makes a NST program
a “Best Practice”?

9. The selection of best practices
• Widely implemented (participants, geographically, etc.)
• In-depth: how rich and innovative the program is.
• Involvement of community, industry and
academia.
• Award winners.
• Growing program.

10. 12 Selected Programs
(who initiated?)
• Nanoyou, NanOpinion (EC funded)
• Ciencias para el mundo contemporaneo (Spain)
• Sparkling Science (Austria)
• Baden-Württemberg, Deutsches Museum,
Wertingen Gymnasium (Germany)
• Nanotechnology: What a Small World (Israel)
• Nanolab (Italy)
• Nano in My Life (Ireland)
• Immersive Education (Sweden)
• Contipro (Czech Republic)

11. Parameters been Checked
1. Compulsory vs. voluntarily
2. Independent subject vs. integrated
3. Virtual vs. frontal teaching
4. Involvement of industry/academia
5. Theoretical vs. hands-on
6. Community involvement

12. 1. NanOpinion
(EC funded)
Compu…
Indepe…
Virtual
Involve…
Comm…
Theore…
Education portal: http://nanopinion-edu.eu/

13. 2. Nanotechnology: What a small world
(School network – ORT Israel)
Compu…
Indepe…
Virtual
Involve…
Comm…
Theore…
Website: http://nano.ort.org.il

14. 3. Nano in my life
(University – CRANN, Trinity college)
Compu…
Indepe…
Virtual
Involve…
Comm…
Theore…

15. 4. School of Molecular Biotechnology
(Industry – Contipro)
Compu…
Indepe…
Virtual
Involve…
Comm…
Theore…

16. 5. Time for Nano (Deutsches Museum)
Website: http://www.timefornano.eu/
Compu…
Indepe…
Virtual
Involve…
Comm…
Theore…

17. 6. Nano courses
(Local initiative – Gymnasium Wertingen)
Compu…
Indepe…
Virtual
Involve…
Comm…
Theore…

18. The Whole Picture (6 programs)
Compulsory
Community
Independence
involvement nOp
Virtual
Involvement of
industry /
academia
Theoretical
ORT
CRANN
Contipro
Wertingen
Deutsches

19. The Whole Picture (12 programs)
Compulsory
Independence
Virtual
Involvement
of industry /
academia
Community
involvement
Theoretical
nOp
ORT
CRANN
Contipro
Wertingen
Sparkling
Deutsches
nanoyou
Baden Wurttemberg
nanolab
ciencia
sweden

20. The Whole Picture (12 programs)
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0

21. So, what do we need?

22. 2 things

23. Thank You!
For the full report:
www.nanoeis.eu
moshet@mapa.ort.org.il