Integrating Nanotechnology in the Science Curriculum for Elementary High-Ability Students in Taiwan: Evidenced-Based Lessons
Hsiao-Ping Yu, Enyi Jen
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.