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ERIC Number: EJ888126
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1071-6084
Nanotechnology Education: Contemporary Content and Approaches
Ernst, Jeremy V.
Journal of Technology Studies, v35 n1 p3-8 Fall 2009
Nanotechnology is a multidisciplinary field of research and development identified as a major priority in the United States. Progress in science and engineering at the nanoscale is critical for national security, prosperity of the economy, and enhancement of the quality of life. It is anticipated that nanotechnology will be a major transitional force that possesses the potential to change society. Rapid and continued advancement in the field of nanotechnology is accelerating the demand for specific professional knowledge and skill. These lines of technological discovery and improvement continue to unlock new content for classroom incorporation. Contemporary approaches and practices to further engage learners and enhance their abilities to apply nanoscale-related content knowledge must be continually developed in order for the United States to solidify itself as the primary builder of nanotechnology research and development. Steadfast development of new technologies leading to continual transformation of society serves as a strong indicator that current educational practices should be altered in order to prepare knowledgeable and engaged citizens. The use of three-dimensional graphics, virtual reality, virtual modeling, visualizations, and other information and communication technologies can assist in reinforcing nano-associated scientific and technological concepts. (Contains 2 tables and 1 figure.)
Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States