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ERIC Number: EJ1024559
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0037-7724
Grand Challenges: Nanotechnology and the Social Studies
Manfra, Meghan McGlinn
Social Education, v77 n2 p95-98 Mar-Apr 2013
This article explores a multidisciplinary lesson on nanotechnology that can provide an effective means for teaching about both STEM and social studies topics. This approach encourages students to consider the "role that science and technology play in our lives and in our cultures." The extraordinary promise of nanotechnology, however, is tempered by concerns about its social and ethical ramifications, providing a case study about the interconnected relationship between the sciences, technology, and our democratic society. In this lesson, students create digital documentaries that address social issues related to nanotechnology. Ideally, social studies teachers would collaborate with science and technology teachers in their schools to simulate the work of multidisciplinary teams. The student-created documentaries should explore the affordances and limitations of nanotechnology to address various issues while focusing on relevant ethical, economic, social, and cultural issues. The multidisciplinary approach to nanotechnology featured in this lesson plan emphasizes the important role of science within a democracy. Nanotechnology is one example of the myriad ways that scientific advancement can positively impact our society. As teachers approach STEM education they should collaborate to promote student understanding of the complex and multidisciplinary nature of scientific innovation.
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A