Teaching Materials Science and Engineering (MSE) in the Pre-College Classroom as a Vehicle for NGSS Implementation

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1661-1666 ◽  
Author(s):  
Nicole Granucci ◽  
Carol Jenkins ◽  
Melanie Bauer ◽  
Ashley L. Gard ◽  
Bryn Pinkerton ◽  
...  
Keyword(s):  
Materials Science ◽  
College Classroom ◽  
Small Scale ◽  
Summer Program ◽  
Science And Engineering ◽  
Science And Engineering Practices ◽  
Materials Science And Engineering ◽  
K 12 ◽  
Engineering Practices ◽  
Teaching Modules

ABSTRACTAdoption of Materials Science and Engineering (MSE) into the pre-college classroom is an ideal strategy for addressing Next Generation Science Standards (NGSS), specifically the Science and Engineering Practices. MSE offers core science and engineering topics that can be incorporated into existing Science, Technology, Engineering, and Mathematic (STEM) curricula through teaching modules. Using MSE as a teaching vehicle, the Center for Research on Interface Structures and Phenomena (CRISP) conducted a series of small-scale studies of its teacher professional development workshops and a student summer program, along with related teaching modules, in an effort to measure the contribution MSE has on students and K-12 STEM educators. Based on participant survey feedback, CRISP found improvement in students’ MSE knowledge, interests, and career goals. For teachers, in addition to improving their MSE knowledge, they also increased their comfort and confidence in teaching MSE concepts in their classroom. These results provide evidence for the use of MSE modules as productive teaching tools for NGSS Science and Engineering Practices, as well as producing workforce-competitive STEM students.

Integrating the NAE Grand Challenges and Holographically-formed Polymer Dispersed Liquid Crystal Thin Films (H-PDLC) into the Kenyan High School Curriculum.

2013 ◽  
Vol 1532 ◽  
Author(s):  
Jared P. Coyle ◽  
Adam K. Fontecchio
Keyword(s):  
Thin Films ◽  
Liquid Crystal ◽  
Materials Science ◽  
Mathematics Curriculum ◽  
Science And Engineering ◽  
Grand Challenges ◽  
Polymer Dispersed Liquid Crystal ◽  
Polymer Dispersed ◽  
Materials Science And Engineering ◽  
K 12

ABSTRACTAccess to cutting-edge technologies in materials science and engineering within K-12 education is a great struggle in developing countries. In this work, a problem-based, hands on set of seven modules for integrating Holographically-formed Polymer Dispersed Liquid Crystal (H-PDLC) Bragg Grating thin films into the Kenyan secondary physics, chemistry and mathematics curriculum is proposed. Through funding provided by the National Science Foundation, a pilot study of the integration of these modules, using the National Academy of Engineering’s (NAE) Grand Challenges for Engineering as a contextual vessel, is carried out. The efficacy of these curriculum-integrated modules in communicating real world materials science and engineering challenges is examined using qualitative and quantitative means. A method for expanding the use of this experience with other graduate students is proposed.

Everything you've always wanted to know about what your students think they know but were afraid to ask.

2000 ◽  
Vol 632 ◽  
Author(s):  
Eric Werwa
Keyword(s):  
Materials Science ◽  
Science Museum ◽  
Science And Engineering ◽  
Museum Exhibit ◽  
Museum Visitors ◽  
The Public ◽  
Materials Science And Engineering ◽  
Properties Of Materials ◽  
Formal Science ◽  
Lay Public

ABSTRACTA review of the educational literature on naive concepts about principles of chemistry and physics and surveys of science museum visitors reveal that people of all ages have robust alternative notions about the nature of atoms, matter, and bonding that persist despite formal science education experiences. Some confusion arises from the profound differences in the way that scientists and the lay public use terms such as materials, metals, liquids, models, function, matter, and bonding. Many models that eloquently articulate arrangements of atoms and molecules to informed scientists are not widely understood by lay people and may promote naive notions among the public. Shifts from one type of atomic model to another and changes in size scales are particularly confusing to learners. People's abilities to describe and understand the properties of materials are largely based on tangible experiences, and much of what students learn in school does not help them interpret their encounters with materials and phenomena in everyday life. Identification of these challenges will help educators better convey the principles of materials science and engineering to students, and will be particularly beneficial in the design of the Materials MicroWorld traveling museum exhibit.

scholarly journals Metal Nano/Microparticles for Bioapplications

2021 ◽  
Vol 22 (9) ◽  
pp. 4543
Author(s):  
Xuan-Hung Pham ◽  
Seung-min Park ◽  
Bong-Hyun Jun
Keyword(s):  
Materials Science ◽  
Functional Materials ◽  
Science And Engineering ◽  
Micro Particles ◽  
Materials Science And Engineering

Nano/micro particles are considered to be the most valuable and important functional materials in the field of materials science and engineering [...]

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