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Towards a Ubiquitous Good NST Education
NanoEIS: Nanotechnology Education for Industry and Society
Brussels, 25 October 2014
Moshe TalesnikORT Israel
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 €
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.
Meeting the needs of the future job market
Academia
Industry Secondary school
The Challenge:How can NST be integrated into high school teaching?
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
Teaching NST in schools nowadays
• In its infancy.
• Great variation of hours allocated to STEM (and NST)
• The “trade-off” issue
What makes a NST program a “Best Practice”?
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.
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)
Parameters been Checked
1. Compulsory vs. voluntarily 2. Independent subject vs. integrated 3. Virtual vs. frontal teaching4. Involvement of industry/academia 5. Theoretical vs. hands-on 6. Community involvement
1. NanOpinion (EC funded)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
Education portal: http://nanopinion-edu.eu/
2. Nanotechnology: What a small world (School network – ORT Israel)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
Website: http://nano.ort.org.il
3. Nano in my life (University – CRANN, Trinity college)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
4. School of Molecular Biotechnology (Industry – Contipro)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
5. Time for Nano (Deutsches Museum)
Website: http://www.timefornano.eu/
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
6. Nano courses (Local initiative – Gymnasium Wertingen)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
The Whole Picture (6 programs)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvementnOpORTCRANNContiproWertingenDeutsches
The Whole Picture (12 programs)
Compulsory
Independence
Virtual
Involvement of industry / academia
Theoretical
Community involvement
nOpORTCRANNContiproWertingenSparklingDeutschesnanoyouBaden Wurttembergnanolabcienciasweden
The Whole Picture (12 programs)
Compulsory
Independence
Virtual
Involve
ment of in
dustry /
academia
Theoretica
l
Community in
volve
ment1.01.52.02.53.03.54.04.5
So, what do we need?
2 things
Thank You!For the full report:www.nanoeis.eu
