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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 UniversityI-Lan, Taiwan

E-Mail: hhchen@niu.edu.tw

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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

The fourth industry revolution – Nanotechnology

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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"

National program for Nanoscience and Nanotechnology

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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.

NHRD Program

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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 IlanC. Popular science education popularization C1, Program of livehood nanotechnology and popular science education popularization in Ilan

Nano-technology program in Ilan University

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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

Popularization program

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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

Strategic alliance

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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

Software

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Division leaderProf. C. T. Chang

Division leaderProf. G. C. TsaiProf. S. M. Lai

Division leaderAsst. Prof. Y. P. Yang

Center for nanotechnology

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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

Hardware

To enrich teaching by innovation, and to develop innovation by research.

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Popularization contents in popular science education of nanotechnology

(1) 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

Popular science education

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Promotion modules of popular science in nanotechnology

NetworkCable television

Hardware & software

Seed teachers incubation

Prepare lesson plan

Video recording

Media communication

Camp activity

Nano living space –a camp site activitiesDigital learning platform—web of nanotechnology

Integrated service learning

Seed teachers prepare and practice the activities

Pre-quiz, lecture, experiment, Q&A competition, and a post-quiz

Compile lesson plan and analyze quiz scoreCompile image data in camp activities

Modules

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

Contennts of service-learning

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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.

What is serve-learning

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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.

What is serve-learning

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

CACTUS

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Integrated serve-learning forpopular science education popularization in nanotechnology

Seed teachers training (preparation of service-learning) Promotion activity (service/action of service-learning) Evaluation (reflection of service-learning )

Serve-learning contents

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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

Seed teachers training-1

Schedule Course Advisers

1st day (week)

Introduction of serve-learning and nanotechnology 1

Nano-effect and characteristics 2

Application of nanotechnology 2

Paper search and reading 4

2nd day (week)

Introduction of nanotechnology camp activities and lesson plan 3

Exercise of nanotechnology experiment 1, 2

1. Create a question for competition in camp activities 2. Design the camp activities

4

3rd day (week)

Introduction of leading skill in camp activities 3

Camp activity exercise 2

Discussion 1

4th day (week)

Demonstrate and validate camp activity 1, 2, 3

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

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Lesson plan –I

Pre-quiz Lecture (introduction of nanotechnology) Experiment (lotus effect) Nano-school (Q&A competition) Post-quiz

Lesson plan

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Object: 4-6th grade Course: 100 min

Promotion activities

Subject Programs (teaching/experiment steps) Duration (min)

Materials

Did you know “nano”

?

1. Divide students into groups (10 persons in one group).2. Pre-quiz To understand how the 4-6th grade students know the nanotechnology

10 Pre-quiz paper

Lesson plan - Pre-quiz

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Application Lab.Lesson plan - Lecture

Subject Programs (teaching/experiment steps) Duration (min)

Materials

What is “nano”?

Introduce nanotechnology with PowerPoint and video.1. definition of nanotechnology2. nano-materials and nano-phenomena in nature3. application of nanotechnology

30 ProjectorComputer

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Application Lab.Lesson plan - Experiment

Subject Programs (teaching/experiment steps) Duration (min)

Materials

Nanotechnology experiment (DIY)

Exercise - the smoked paper cup (Lotus effect)1. The bottom of the paper cup, 1/3 full of water, was smoked by a candle. Rotate the cup to facilitate the spreading and adsorption of carbon particles on the cup bottom. 2. The cup was turned upside down and a blob of water dropped on the smoked cup bottom. Move the cup slowly and observe the shape and rolling of the water blob. 3. Repeat step 2 with the other cup without smoking. 4. Compare and discuss the difference in water blob shapes and spreading between these two cups.

20 Paper cups, Lighters, Candles, Droppers

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Application Lab.Lesson plan - Q&A competition

Subject Programs (teaching/experiment steps) Duration (min)

Materials

Q & A of nano-school

1. The commodities in livelihood Ask: What nano-products appear in your home? Hint: stool, refrigerator, necktie, 2. The influence of nano-products Ask: What kind of nano-products should be developed to improve your living? Hint: Need not wash clothes, … 3. Competition(1) 20 questions about nanotechnology were divided for 4 grades according to difficulty. (2) The students voluntarily answered the question and were scored.

30 Gifts

The interactive Q&A activity was expected to liven up the atmosphere of the camp

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Application Lab.Lesson plan - Post-quiz

Subject Programs (teaching/experiment steps)

Duration (min)

Materials

I know what is “nano”

1. Post-quiz Same questions in pre-quiz are examined again to inspect the efficiency in learning. 2. Score and compare with the pre-quiz results.3. Award prize

10 Gifts, Post-quiz paper

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4Li-ming (6th)

3Shmes (4th, 5th, 6th )

2Kai-shun (6th)

1Young-le (4th, 5th, 6th )

2Long-tan (6th)

2Masai (6th)

2Yu-chai (6th)

2Kai-shun (5th)

3Da-li (4th, 5th, 6th )

3Syue-jin (6th)

1Guo-ling (5th, 6th)

3Li-ming (6th)

2Kai-shun (4th)

2Long-tan (5th)

classesElementary schools(grade)

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

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Application Lab.Pre-quiz

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Application Lab. Lecture in camp activity of popular science

education of nanotechnology

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Application Lab. Lotus effect experiment in camp activity

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Application Lab.Interactive Q&A competition in camp activity

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Application Lab.Happy ending

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Elementary schools

Student Pre-quizScore*

Post-quizScore*

Variation t value**

Li-ming 106 9.13±1.87 13.13±1.70 -4.00±2.02 -20.35

Kai-shun 139 8.61±1.97 13.15±1.74 -4.54±2.23 -24.03

Yu-chai 48 8.79±1.71 14.23±1.13 -5.44±1.99 -18.95

Guo-ling 30 10.03±1.77 13.47±1.46 -3.43±1.94 -9.68

Summary 323 8.94±1.92 13.33±1.66 -4.39±2.16 -36.47

TABLE 4 LEARNING EFFECT ON ELEMENTARY SCHOOL STUDENTS WHO PARTICIPATED IN POPULAR SCIENCE EDUCATION OF NANOTECHNOLOGY

* Accurate answers for 15 questions** p ＜ 0.05

Learning effect

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Moral integrity and attitude Excellent Ordinary Not good Poor

1. Attend on time 4 3 2 1

2. Remedy when unable to attend on time 4 3 2 1

3. Enthusiastic and devotional attitude 4 3 2 1

4. Active and optimistic attitude 4 3 2 1

5. Humility 4 3 2 1

Skill Excellent Ordinary Not good Poor

1. Skill in planning and organizing 4 3 2 1

2. Communication with elementary school teachers and students

4 3 2 1

3. Appropriate connect with elementary schools 4 3 2 1

4. Cooperation 4 3 2 1

Knowledge and application Excellent Ordinary Not good Poor

1. Understand the functions of elementary schools 4 3 2 1

2. Offer elementary schools some positive opinions 4 3 2 1

3. Understand and respect diverse cultures 4 3 2 1

4. Application of knowledge to service 4 3 2 1

Criticism list of student behavior during service

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Integrated service-learning is a desirable education methodology—

To promote popular science education of nanotechnology at elementary schoolsto allow university students to benefit from “teaching others teaching themselves” effects through learning, planning, execution, reflection, and evaluation.

Conclusion

AcknowledgementThe 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 University

1, Sec. 1, Shen-Lung Road, I-lan city, Taiwan 26047 TEL: 886-3-9357400 ext 824; 0919-901207

FAX: 886-3-9310722hhchen@niu.edui.tw; wade.chen@msa.hinet.net

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