Integrating Nanotechnology in the Science Curriculum for Elementary High-Ability Students in Taiwan: Evidenced-Based Lessons

Hsiao Ping Yu*, Enyi Jen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this article is to introduce the development of nanotechnology education in Taiwan using the example of evidenced-based lessons. Combining with the interest in STEM and gifted education, the goals were to cultivate teachers’ capacity to teach new technology, to enhance K–12 high-ability students’ interests and understanding of basic science, and to produce innovations in future industrial and technological development. In the K–12 Nano Tech project, a 5E instructional model was applied in both theory and practice in science. We used the lotus effect lesson of nanoscience education for elementary high-ability students as an example, and there were 28 elementary school students in the enrichment program. The evaluation results showed positive learning outcomes and students expressed that they enjoyed the activities. The work, supported with age-appropriate and well-planned lessons, provides high-ability students the opportunity to learn advanced concepts with STEM curriculum.

Original languageEnglish
Pages (from-to)38-48
Number of pages11
JournalRoeper Review
Volume42
Issue number1
DOIs
Publication statusPublished - 2020 Jan 2

Keywords

  • Elementary students
  • evidence-based lessons
  • gifted
  • high-ability students
  • nanotechnology
  • science curriculum

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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