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Promotion of popular science education of nanotechnology in Ilan by service-learning methodology

Promotion of popular science education of nanotechnology in Ilan by service-learning methodology. Wen-Hung Hsu, Su-Der Chen, Ya-I Cho, Chieh-Ping Hsu, Yu-Jane Chen, and Hui-Huang Chen* Department of Food Science, National Ilan University I-Lan, Taiwan E-Mail: hhchen@niu.edu.tw.

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Promotion of popular science education of nanotechnology in Ilan by service-learning methodology

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  1. Promotion of popular science education of nanotechnology in Ilan by service-learning methodology Wen-Hung Hsu, Su-Der Chen, Ya-I Cho, Chieh-Ping Hsu, Yu-Jane Chen, and Hui-Huang Chen* Department of Food Science, National Ilan University I-Lan, Taiwan E-Mail: hhchen@niu.edu.tw

  2. The fourth industry revolution – Nanotechnology • The fourth industry revolution -- Nanotechnology • The new economic hope of the 21st century • Will change the industrial structure as well as our lifestyle • Two million workers worldwide in this fields will be required at 2015 • Nano-education efforts is imperative necessity

  3. National program for Nanoscience and Nanotechnology • The Taiwan National Science and Technology Program for Nanoscience and Nanotechnology • 0.7 billion US $ in phase I (2003-2008) • aims to achieve academic excellence in basic research and accelerate nanotechnology commercialization • coordinates multidisciplinary and multiagency research teams – • academic research • promotes industrialization of nanotechnology • establishes core research facilities • provides extensive education program to the public • in hope to create the next "Taiwan Miracle"

  4. NHRD Program • Nanotechnology Human Resource Development (NHRD) Program • Promote life-long learning of nanotechnology. • Build a population that is capable of interdisciplinary, creative, and global thinking, and appreciates the scope of intellectual-propriety rights. • Train nanotechnology experts to enhance the quality of professional education, K-12 education, education for the general public. • Narrow down the gap between the urban and rural areas • Build a nation-wide administration support system for this program to plan and coordinate resource deployment and to maximize investment efficiency.

  5. Nano-technology program in Ilan University Programs of nano-technology human resource incubation and popular science education popularization in Ilan (3 groups, 5 sub-projects ) A. Science education research A1, Cultivation program for enhancing nanotechnology literacy of high school students in Ilan A2, Program of university and college students nanotechnology literacy incubation in Ilan B. Human resource incubation B1, Nanotechnology program for senior high school student incubation and teacher professional development in Ilan B2, Program of frontier nanotechnology for university students incubation in Ilan C. Popular science education popularization C1, Program of livehood nanotechnology and popular science education popularization in Ilan

  6. Popularization program • Programs of nano-technology human resource incubation and popular science education popularization in Ilan • Purpose— • To improve the nanotechnology learning environment in I-lan (1) To develop proper teaching courses and popularized action of nanotechnology popular science (2) To help populaces understand the nanotechnology and how it applied in their living

  7. Strategic alliance • Strategy (I) — • Strategic alliance – Ilan University coordinates (1) Academic units: Aletheia University, Lan Yang institute of technology, ST. Mary’s medicine, nursing and management college, Yilan senior high school, Lan-Yang girls’ senior high school (2) Government agencies: Ilan county government (3) Communication unit: Ilan Union cable TV association

  8. Software Strategy (II) — Software establishment – (1) Center for nanotechnology ( http://120.101.27.122/~NIU_NANO/main.php) (2) Integrated nanotechnology courses Nano-/micro- engineer Nano-biotechnology

  9. Center for Nanotechnology, NIU Director Prof. H. H. Chen Advisers Secretary Nanotech Research and Development Nanotech Continuing Education Nanotech Industries Assistance Division leader Asst. Prof. Y. P. Yang Division leader Prof. C. T. Chang Division leader Prof. G. C. Tsai Prof. S. M. Lai Center for nanotechnology

  10. Hardware Strategy (III) — Hardware establishment – (1) Key nanotechnology labs Nanomaterials Technology Lab Environmental Nanotechnology Lab Nano-inspection Lab Nanocomposites and Electro-Mechanical Technology Lab (2) Nano living space To enrich teaching by innovation, and to develop innovation by research.

  11. Popular science education • Popularization contents in popular science education of nanotechnology • Establish a museum to introduce nanotechnology (nano • living space ) • (2) Education series--popular science lectures, extension • education curriculum and popular science camps • (3) Communication art series • (4) Establishing nanotechnology network dissemination

  12. Hardware & software • Nano living space –a camp site activities • Digital learning platform—web of nanotechnology Seed teachers incubation • Integrated service learning Prepare lesson plan • Seed teachers prepare and practice the activities • Pre-quiz, lecture, experiment, Q&A competition, and a post-quiz Camp activity • Compile lesson plan and analyze quiz score • Compile image data in camp activities Video recording • Network • Cable television Media communication Modules Promotion modules of popular science in nanotechnology

  13. Contennts of service-learning Integrated serve-learning is a method for • Teaching • Learning • Reflecting that combines academic classroom curriculum • Meaningful service throughout the community

  14. What is serve-learning • Integrated serve-learning programs • They are positive, meaningful and real to the participants. • They involve cooperative rather than competitive experiences and thus promote skills associated with teamwork and community involvement and citizenship. • They address complex problems in complex settings rather than simplified problems in isolation. • They offer opportunities to engage in problem-solving by requiring participants to gain knowledge of the specific context of their service-learning activity and community challenges, rather than only to draw upon generalized or abstract knowledge such as might come from a textbook.

  15. What is serve-learning • Integrated serve-learning programs • They promote deeper learning because the results are immediate and uncontrived. There are no "right answers" in the back of the book. • As a consequence of this immediacy of experience, service- learning is more likely to be personally meaningful to participants and to generate emotional consequences, to challenge values as well as ideas, and hence to support social, emotional and cognitive learning and development.

  16. CACTUS • CACTUS project for serve-learning in Ilan University • Curriculum • Activity • Community • Teaching and Learning • Utilization • Service

  17. Serve-learning contents • Integrated serve-learning for • popular science education popularization in nanotechnology • Seed teachers training (preparation of service-learning) • Promotion activity (service/action of service-learning) • Evaluation (reflection of service-learning )

  18. Seed teachers training-1 • participating members • Three enthusiastic teachers collaborated to design the curriculum for a seed teacher’s camp • 2 nano-science experts • 1 promotion action expert • 40 undergraduate students completed 12 hours of classroom training

  19. TABLE 1 THE RESEARCH AND STUDY COURSE OF SEED TEACHERS IN PROMOTION OF POPULAR SCIENCE EDUCATION OF NANOTECHNOLOGY 1. Su-Der Chen 2. Hui-Huang Chen 3. Wen-Hung Hsu 4. Homework

  20. Lesson plan • Lesson plan –I • Pre-quiz • Lecture (introduction of nanotechnology) • Experiment (lotus effect) • Nano-school (Q&A competition) • Post-quiz

  21. Lesson plan - Pre-quiz

  22. Lesson plan -Lecture

  23. Lesson plan -Experiment

  24. Lesson plan -Q&A competition The interactive Q&A activity was expected to liven up the atmosphere of the camp

  25. Lesson plan -Post-quiz

  26. FIGURE 1 CLASSES OF ELEMENTARY SCHOOLS WHICH PARTICIPATED IN THE POPULAR SCIENCE EDUCATION OF NANOTECHNOLOGY IN ILAN.

  27. Pre-quiz

  28. Lecture in camp activity of popular science education of nanotechnology

  29. Lotus effect experiment in camp activity

  30. Interactive Q&A competition in camp activity

  31. Happy ending

  32. Learning effect TABLE 4 LEARNING EFFECT ON ELEMENTARY SCHOOL STUDENTS WHO PARTICIPATED IN POPULAR SCIENCE EDUCATION OF NANOTECHNOLOGY * Accurate answers for 15 questions ** p＜0.05

  33. Criticism list of student behavior during service

  34. Conclusion • Integrated service-learning is a desirable education methodology— • To promote popular science education of nanotechnology at elementary schools • to allow university students to benefit from “teaching others teaching themselves” effects through learning, planning, execution, reflection, and evaluation.

  35. Acknowledgement The authors thank the National Science Council (NSC 96-2815-C-197-011-B) for financial support of this study. Contact us Hui-Huang ChenProfessor, Dept. of Food Science, Director, Center for NanotechnologyNational Ilan University1, Sec. 1, Shen-Lung Road, I-lan city, Taiwan 26047 TEL: 886-3-9357400 ext 824; 0919-901207FAX: 886-3-9310722hhchen@niu.edui.tw; wade.chen@msa.hinet.nethttp://www.wretch.cc/blog/chhfamilylab

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