developing innovative outreach and dialogue on responsible ... · grant nanodiode - agreement no:...

NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 1

Developing Innovative Outreach and Dialogue on

responsible nanotechnologies in EU civil society Project Acronym NanoDiode Grant Agreement NMP.2013.1.4-4-608891 Deliverable D4.1 Detailed education strategy and action plan Coordinator of the deliverable BioNanoNet Forschungsgesellschaft mbH Date of preparation 11/12/2014 Nature of the deliverable Report on detailed education strategy and action plan

Project co-funded by the European Commission within the Seventh Framework

Programme (2007-2013)

Document Information

Associated work package

WP4 EDUCATE: Professionalise Education and Training

Beneficiary responsible

BioNanoNet Forschungsgesellschaft mbH (10)

Responsible Author

Name Sonja Hartl E-mail [email protected]

Partner BioNanoNet Forschungsgesellschaft mbH (BNN)

Phone +43 699 155 266 03


Project Consortium Information


Table of contents

Project Consortium Information ............................................................................................................. 2

Table of contents ..................................................................................................................................... 3

Summary ................................................................................................................................................. 4

1 Introduction .................................................................................................................................... 5

2 Research method ............................................................................................................................ 6

2.1 Evaluation Criteria ................................................................................................................... 6

2.2 In-depth Interviews ................................................................................................................. 7

3 Results............................................................................................................................................. 8

3.1 Educational Activities and Initiatives in the EU and abroad.................................................... 8

3.1.1 Taking a closer look on EU level ...................................................................................... 8

3.1.2 Taking a closer look at the national level ...................................................................... 12

3.1.3 Taking a closer look at the international level .............................................................. 17

3.2 In-depth interviews: Experts, Teachers and Students experiences ...................................... 19

4 Educational Strategy and “Best practice” in STEM education ...................................................... 21

5 The role of Responsible Research and Innovation (RRI) in Science Education............................. 24

6 Conclusion and Action Plan .......................................................................................................... 26

7 Literature ...................................................................................................................................... 29

8 Annex ............................................................................................................................................ 30

8.1 Annex I: Evaluation Tool ........................................................................................................ 30

8.2 Annex II: In-depth interviews - Questions for Experts, Teachers and Students .................... 34


Summary

This report provides a review of state of the art nanotechnology education. Furthermore, it

summarizes the evaluation of “best practice” in nanotechnology education. Gained results, which are

presented in this report, deduce an educational strategy. Again, this strategy can help in modeling

future educational actions.

In order to form the educational strategy and action plan, in-depth research was performed on eight

EU, 15 national, and four international projects and initiatives. In-depth research was performed by

partners of the NanoDiode consortium via online research as well as through interviews with (nano)

educational experts, teachers and students.

Qualitative and quantitative criteria were defined by NanoDiode to identify “best practice” in (nano)

education. These criteria represent benchmarks for the evaluation of innitiatives and educational

materials. NanoDiode considered e.g. quality of the content, balanced representation and state of the

art, playfulness, instructiveness and complexity. Another important factor which has been considered

was the teacher and/or student need for assistance with the material. To evaluate quantitative criteria

e.g. parameters on accessibility, cost, sustainability and reproducibility were tested.

After collection of all information on quantitative and qualitative requirements, the data generated

shows that the four main pillars of a detailed educational strategy considering “best practice” in

science education have been identified as:

1. Accessibility & Assistance

2. Sustainability & Curriculum Implementation

3. Content Accuracy

4. Educational Strategy & Theory

NanoDiode identified that a good and detailed educational strategy has to provide a clear structure of

educational material. This means that a detailed educational strategy and a resulting action plan for

educational activities should present information on active student involvement, effective real-time

learning, a supportive environment (material, lab-visits, etc.), the material quality, comprehensibility,

students motivation and current cultural, demographical and social interests.

The strategic education planning can be grounded on a variety of different education methods,

theories and individual support systems for both teachers and students (e.g. objectives being outlined

at the beginning of the activity by the action executer; engaging environment offering all the resources

necessary for successful learning; etc.).

This activity was performed in the light of Responsible Research and Innovation. This is a concept that

looks to involve all nanotechnology stakeholders in its development of innovations, whether these are

from industry, academia, politics or the society, in tackling grand societal challenges. The aim of

NanoDiode education activities is to promote the independent formulation of opinions. The availability

of educational materials identified and promoted as “best practice” in this report reflects the

objectives of Responsible Research and Innovation.


1 Introduction

NanoDiode is a Coordination and Support Action funded by the European Union under the NMP

Cooperation Work Programme of the 7th Framework Programme. Having begun in July 2013 and lasting

3 years, NanoDiode establishes a coordinated programme for dialogue and outreach in Europe,

thereby supporting the effective governance of nanotechnologies. Work package four, EDUCATE –

“Professionalise Education and Training”, constitutes a programme for nanotechnology education and

training. Its aims are:

1. To build a robust education strategy (Task 4.1)

2. To carry out a series of education activities focusing on secondary education, building on the

extensive experience gained in earlier European projects (Task 4.2)

3. To establish a multidisciplinary community of practice that will create a capacity-building

module for health and safety governance of nanotechnologies at the workplace (Task 4.2).

As described in the NanoDiode WP4 Action Plan, the overall approach of this work package is to build

on recent experience with nanotechnology education in Europe and beyond.1 The need for education

has featured prominently in European policy texts, such as the European Commission’s 2004 Strategy

for Nanotechnologyand 2005 Nanosciences and Nanotechnologies Action Plan. 2,3 Alongside similar

policy mandates for education by European and global member states, this has resulted in a wide range

of nanotechnology education activities over the last decade.

There is a range of EU initiatives that focus on the development and test of educational materials. On

a more general level of science education, the EU project inGenious, a joint initiative launched by the

European Schoolnet and the European Roundtable of Industrialists (ERT), aims to strengthen young

Europeans’ interest in science education and careers, and thus address anticipated future skills gaps

within the European Union.4 Combined with a plethora of activities on the national and regional levels,

the question for nanotechnology education is not what education materials it needs to develop, but

how to make best use of the material that is already in existence.

Activities performed within Task 4.1, entitled “Developing a robust educational strategy and action

plan to select best practices on the basis of precious European experience with nanotechnology

education”, were set to summarize the experiences gained from previous EU projects, as well as from

national and international activities. Results gained within the consortium were additionally

underpinned through interviews with (nano) educational experts, teachers and students.

1 NanoDiode WP4 Action Plan (2014) - http://www.nanodiode.eu/publication/nanodiode-wp4-action-plan/ 2 European Commission (2004). Towards a European Strategy for Nanotechnology. COM(2004) 338

http://ec.europa.eu/nanotechnology/pdf/nano_com_en.pdf 3 European Commission (2005). Nanosciences and nanotechnologies: An action plan for Europe 2005-2009. COM (2005) 243

http://ec.europa.eu/research/industrial_technologies/pdf/nano_action_plan_en.pdf 4 European Coordinating Body in Science, Technology, Engineering and Mathematics (STEM) Education, see

http://www.ingenious-science.eu/web/guest/about

http://www.nanodiode.eu/publication/nanodiode-wp4-action-plan/

http://ec.europa.eu/nanotechnology/pdf/nano_com_en.pdf

http://ec.europa.eu/research/industrial_technologies/pdf/nano_action_plan_en.pdf



2 Research method

NanoDiode establishes a coordinated program for dialogue and outreach throughout Europe.

WP4 focuses on the professionalization of science education and training. NanoDiode does not aim to

develop new educational material as the amount of resources available is already very high. As many

EU projects on outreach and education have been completed or are currently ongoing, NanoDiode

looks to provide an overview of their educational output.

2.1 Evaluation Criteria

NanoDiode defined qualitative and quantitative criteria in order to evaluate “best practice” in

educational activities; these would examine the applicability of nanotechnology educational material

for secondary (age 14-18) school education. The criteria used within the NanoDiode consortium have

been cross-evaluated with experts, teachers and students on their significance.

The following qualitative and quantitative criteria were used:

Qualitative criteria Quantitative criteria

quality of the content of the educational material (in terms of scientific and factual

accuracy, balanced representation, representing the state of the art in research

accessibility of the educational material via

online systems; provided links; download

preliminary valuations of the content by students and teachers (complexity,

playfulness, instructiveness, ease of use, etc. - this will be tested by the online evaluation

tool in Task 4.2 as part of the educational WP4 Action Plan

Cost – free of charge

level of assistance required (by teacher or researchers)

sustainability and availability on the longer

term

interactivity of the material reproducibility (print, e-learning tools)

possibility to adapt or update the material to specific classroom contexts (this will be tested

by experts, school children and teachers in Task 4.1 and Task 4.2); contact availability

In addition to this criteria, NanoDiode defined further criteria to education activities listed in D1.2

“Analysing previous experiences and best practices”:

1. Grounded in educational theory

In response to policy mandates for nanotechnology education, a wide range of education

activities have become available over the last decade. Unfortunately, these educational

materials have not always integrated the latest insights in pedagogical theory, and the urge to

create new materials has sometimes come at the cost of careful consideration of learning


objectives, styles and outcomes. “Best practices” in nanotechnology education incorporate the

latest insights from educational theory.

2. Balanced information

The objective of nanotechnology education should not be to “sell” the technology. In light of

the considerations on nanotechnology as a socio-political effort as intended within the concept

of Responsible Research and Innovation (RR), nanotechnology education should enable

students to form a well-informed opinion on nanotechnology developments, including the

science behind it, its broader societal impacts, and the assessment of foreseen benefits and

risks.

3. Sustainability of education activities

A well-known issue with EU-funded projects is the sustainability of the generated education

activities, as they often end at the end of the project lifespan; this leads to a limited return on

high developments costs. These activities should therefore be presented in such a way that

teachers would take them up in their regular teaching activities. This way, the activities are

embedded in school programmes and will continue to be used even after the project ends.

4. Integration into the curriculum

In many countries, “nanotechnology” is not a school subject in and of itself. Nanotechnology

combines research fields such as chemistry, biology and physics so there often is no natural

“home” for this topic. Development of nanotechnology education activities should be in such

a way that chemistry, physics or biology teachers can present them as a logical part of their

disciplinary subjects.

In summary, we consider an education activity “best practice” if it is grounded in educational theory

and presents nanotechnology in a balanced way. In addition, it has to allow for long-term uptake in

educational programmes, and take the various constraints of the reality of schooling into account; this

includes time constraints, limited resources, the need to comply with national curricula and the specific

interests of students and teachers.5

2.2 In-depth Interviews

Expert interviews were held in project partner countries (Austria, Belgium, Spain, Poland and

United Kingdom) to further deepen the concept of an educational strategy for nanotechnologies. The

questions were prepared in English by BioNanoNet and circulated for discussion within the consortium.

Experts on EU/inter-/national educational projects were identified and interviewed on their

experiences within those projects and initiatives in order to bypass potential pitfalls and identify ”best

practices”. The questions were translated into other languages on demand, and the results can be

found in this report.

5 NanoDiode Deliverable D1.2, see http://www.nanodiode.eu/wp-content/uploads/2014/04/NanoDiode_WP1_Best_Practices.pdf

http://www.nanodiode.eu/wp-content/uploads/2014/04/NanoDiode_WP1_Best_Practices.pdf


Along with these expert interviews, the consortium was eager to identify teachers and students with

which to have an experience exchange. To prepare and further deepen the educational theory for

nanotechnologies, interviews with teachers and schoolchildren were held in the project partner

countries mentioned above. These were conducted on a personal basis – either face-to-face, or by

phone/video conference following a protocol of standardized questions. Furthermore, interviews were

held with school kids who had experience with nanotechnology educational activities and material.

The questions for experts and teachers can be found in Annex II.

3 Results

3.1 Educational Activities and Initiatives in the EU and abroad

3.1.1 Taking a closer look on EU level

The European Commission has funded a range of projects on nanotechnology education as part of its

FP7-NMP program. NanoDiode presents a selection of outreach and science education projects within

this report, giving an evaluation on “best practice” identified according to the criteria presented in

chapter 2.1. Eight EU initiatives, 15 national initiatives and four international initiatives were

evaluated.

Similar to NanoDiode, the EU project NanoEIS examined 12 projects on “best practice” defining six

parameters (compulsory, independence, virtual, involvement of industry/academia, theoretical,

community involvement). A “Report on Best Practices in Nanotechnology Education at the Secondary

School Level” was published in October 2014.6 The objectives of NanoEIS are thus to explore the

relevance of existing nanotechnology education and training in universities, vocational training

institutes and secondary schools for the needs of industrial and other employers; whereas NanoDiode

intends to establish a strategy on how to form a science literate society being able to engage in the

innovation process.

6 NanoEIS - Nanotechnology Education for Industry and Society; report on best practice:

http://www.nanoeis.eu/sites/nanoeis.eu/files/downloads/NanoEIS%20D3%201.pdf



Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information

NANOYOU

Duration: 2009-2011; EU FP7 Program

www.nanoyou.eu

NANOYOU combined temporary exhibitions, innovative

computer games, experiments and other online content, and

workshops aimed at making participants aware of

nanotechnology risks and benefits. Topics were medicine,

energy and the environment, information and communication

technology and dialogues about the ethical, legal and societal

aspects (ELSA) of nanotechnology.

NANOYOU's teacher training materials sought to equip science

teachers and other personnel to present the NANOYOU

programs.

Quality of the content

State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge

Long Term Availability

Available in 12 languages

TIME for NANO


www.timefornano.eu

The www.timefornano.eu was create to bring the

nanotechnology and its ethical, social as well as technical assets

and possible threats closer to young people across Europe, by

encouraging them to create a video about application of

nanotechnology in specific area of life. The target group is the

age of 6 to 20.

Website provides mostly video content, and text description of

nanotechnology issues, supported by links (however some of

them are not valid) and experiments which can be performed

with specific equipment.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Available in 9 languages

NANOTOTOUCH


www.nanototouch.eu

NANOTOTOUCH focused on communicating nanotechnology

through new methodologies such as the re-collocation of

science from the standard perspective of a top-down

communication to a more active involvement of the public

NANOTOTOUCH operated three Open Nano Lab locations and

three Nano Researcher Live areas.

1. Open Nano Lab

2. Nano Researcher Live

3. Training for Researchers

Quality of the content: n/t

State-of-the Art: n/t

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge: n/t


http://www.nanoyou.eu/

http://www.timefornano.eu/

http://www.timefornano.eu/

http://www.nanototouch.eu/

http://www.nanototouch.eu/tools/open-nano-lab/

http://www.nanototouch.eu/tools/nano-researcher-live/

http://www.nanototouch.eu/tools/training-for-researchers/



NanOpinion


www.nanopinioin.eu and

nanopinion-edu.eu

NanOpinion aims at monitoring the public’s opinions on

innovations that use nanotechnologies. The project is aimed at

citizens, with a special focus on hard-to-reach target groups,

i.e.: populations that do not normally encounter

nanotechnologies first-hand, nor express opinions about them.

There are eight modules in the education portal on

nanotechnology. These focuse on drug delivery, nanoscale thin

films, nano in outdoors and indoors and inside the human

body. There are furthermore teachers training kits and ready-

to-use teachers courses.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Translated into 8 languages.

NanoEIS - Nanotechnology Education for Industry and Society


www.nanoeis.eu

The NanoEIS project investigates the European labour market

for personnel trained in nanotechnology. The relevance of

existing nanotechnology education and training in universities,

vocational training institutes and secondary schools for the

needs of industry and other employers are also explored.

NanoEIS will develop teaching modules to be performed

outside of educational institutions. Five out-of-class teaching

activities will be developed and delivered in November 2015.

Qualitative and Quantitative

criteria not tested. Teaching

modules under preparation.

Nanosmile

Duration: implemented in NanoSafe2 2005-2009; supported by iNTeg-Risk 2008-2013

www.nanosmile.org

The NANOSMILE website consist detailed information about

risks of nanomaterials. In addition to that, there are

pedagogical resources as VIDEO, ANIMATION, CARTOONS, and

QUIZ facilitate their perception and their understanding about

Nanomaterials Safety. The quiz has two levels. First level

consists of 15 questions and second level consists of 18

questions. There are 9 videos, 9 animations and 9 cartoons.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


http://nanopinion-edu.eu/

http://www.nanosafe.org/

http://www.integrisk.eu-vri.eu/

http://www.nanosmile.org/



Nano School Box

Duration: Initiated in Nano2Life 2004-2008; produced by

NanoBioNet

www.nanoschoolbox.com

The box contains 14 experiments to be used during chemistry,

physics or biology lessons. The NanoSchoolBoxes experiments

seems to be quite educational and accurate, they may be used

in further workshops, scientific events etc. The experiments

may teach about basic nanotechnology phenomena. The

materials in NanoSchoolBox could be used to perform 14

different experiments – they come in a plastic suitcase. One

baggage can set up work stations for the whole class. Boxes are

available in english, german and french. Also available on the

website – single smaller bundles – NanoSchoolKit with only

part of materials for experiments – they may be used to refill

NanoSchoolBox or to perform only some specific experiments.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Company website sells the

product

SCIENTIX – The community for science education in Europe

Duration: 1st stage 2009-2012; 2nd stage 2013-2015; EU FP7

Program

www.scientix.eu

AIM

Scientix promotes and supports a Europe-wide collaboration

among STEM (science, technology, engineering and maths)

teachers, education researchers, policymakers and other STEM

education professionals.

Scientix works as a very complete and updated repository of

information on science and nanotechnology. Website includes

filters to facilitate the search of support materials by keywords,

subject, language and age range.

Educational material available: PlayDecide; NanoYou - What is

nano?; NanoYou – Nature’s Nano; NanoYou – Making new

nano; NanoYou – Nano close up; NanoYou – The nano future


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Repository for high quality

teaching material (18 materials on

nanotech, 6 of them in Spanish,

NanoYou videos and PlayDecide

board game)

http://cordis.europa.eu/result/rcn/49721_en.html

http://www.nanobionet.de/eng.htm

http://www.scientix.eu/

http://www.playdecide.eu/play/topics/nanotechnology

https://www.youtube.com/watch?v=bnWO0WI6h7A&list=PL42640FFE3DF6AF93

https://www.youtube.com/watch?v=bnWO0WI6h7A&list=PL42640FFE3DF6AF93

https://www.youtube.com/watch?v=R7fDVL3efnc&list=PL42640FFE3DF6AF93

https://www.youtube.com/watch?v=WRLR1YPH69o&list=PL42640FFE3DF6AF93

https://www.youtube.com/watch?v=WRLR1YPH69o&list=PL42640FFE3DF6AF93

https://www.youtube.com/watch?v=rCC6l9nmj3A&list=PL42640FFE3DF6AF93

https://www.youtube.com/watch?v=GKiRDVC97hk&list=PL42640FFE3DF6AF93


3.1.2 Taking a closer look at the national level At national level (Germany, Austria, Czech Republic, Ireland, Italy, Netherlands, Spain, Switzerland,

United Kingdom), a range of projects on nanotechnology education were conducted. NanoDiode

presents a selection of these outreach and science education projects within this report, giving an

evaluation on “best practice” identified according to the criteria presented in chapter 2.1.


The Initiative „junge Forscherinnen und Forscher“ (Germany)

Founded in 2010; co-fincanced by “EU Sozialfonds”

www.initiative-junge-

forscher.de

The Initiative “junge Forscherinnen und Forscher” in Germany

created a ‘nanoshuttle’, a van that can bring nanotechnology

experiments to schools in Germany. The initiative provides

training for students and teachers, competitions and

experimental kits.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Available in German only

The nanoTruck (Germany)

Provided since 2004

www.nanotruck.de

The nanoTruck has travelled through Germany, and presented

scientific principles and areas of use of nanotechnology. In

addition, the website "Interactive journey into the

nanocosmos" (www.nanoreisen.de) has been built, and shows

the nanoscale and the different areas of nanotechnology. The

nanoTruck can be ordered at nanoTRUCK.

Quality of the content: n/t


Complex: n/t

Playful: n/t

Assistance Required: n/t

Interactive: n/t

Easy Access: n/t

Free of Charge: n/t

Long Term Availability: n/t

German initiative; Information

available in English; most recent

information material from 2012.

http://www.nanotruck.de/

http://www.nanoreisen.de/

https://www.nanotruck.de/en/tour/request-nanotruck.html



Wissenschaft in die Schulen! - Nanoscience at German Schools

(Germany); Started in 2000

www.wissenschaft-schulen.de

The German initiative Wissenschaft in die Schulen! created a

teaching module on nanotechnology to be used in courses on

science and technology in secondary schools. 7 Modules on

nanotechnology (plus modules focusing more on physics and

modules on sunscreen) are available.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge consumables not included



The Sparkling science project (Austria)

Started in 2007

www.sparklingscience.at

Sparkling Science is a research program of the Federal Ministry

of Science and Research (BMWF), which adopts an

unconventional way of promoting young scientists that is

unique in Europe. Sparkling Science is a research platform on

previous and on-going national science projects. Amongst

these, nanotechnology has been a topic. Sparkling Science

frequently launches calls for science education projects

throughout the website.


criteria not tested.

Available in German and English

Nove Talenty Pro Vedu a Vyzkum - New Talents (Czech

Republic), Started in 2008

www.talenty-pro-

vedu.cz/cz/realizatori.php

Project Nove Talenty Pro Vedu a Vyzkum is targeted to Czech

middle-school youth. The nanotechnology and science

presentations and lectures performed at University of Ostrava

and Liberec Science Centre might be useful. The purpose of this

project is to encourage the middle-school students to consider

further education in a field of science and nanoscience. It

literary means “finding new talents for science and research”.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Website itself does not contain

any educational materials.

http://www.wissenschaft-schulen.de/alias/material/nanotechnologie/1191771

http://www.talenty-pro-vedu.cz/cz/realizatori.php

http://www.talenty-pro-vedu.cz/cz/realizatori.php



Nano in My Life (Ireland)

Started in 2011

Nano-in-My-Life

‘Nano in My Life’, CRANN’s innovative educational package,

was launched during Science Week 2011. The programme

introduces Year and Senior Cycle students to nanoscience.

There are seven modules, each using a range of teaching and

learning approaches, designed to engage students and

encourage active learning. Each module contains teachers'

notes, a Power Point presentation, video, curriculum links,

timings, experiments and work sheets. Videos are available

online whilst a copy of all modules may be provided by email.

Links to “Nano In My Life” Facebook and Pininterest Pages (the

latter being a site where nano related news are collected) are

provided.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Nanolab (Italy)

Started in 2012

www.nanolab.unimore.it

NANOLAB is an educational project of the Physics Department

of the University of Modena and Reggio E., Italy, for science

teachers to integrate nanoscience in high school and

undergraduate curricula. NANOLAB is currently being

developed in Italian . The full English version is under

construction. At the moment many resources are still only in

Italian.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Available in Italian (English

summary)

Lab-on-a-chip teaching kit - a nanolab in the classroom (The

Netherlands), Duration: n/a

Lab-on-a-chip-teaching kit

This teaching module and practical class set introducing Lab-

on-a-Chip technology (miniaturizing complex laboratory tests

to fit them onto small glass slides). Within the context of the

TDT, secondary school teachers encounter experts from

universities, universities of applied sciences, and industry. In

addition to documents on the webpage, there is a good

database on nanotechnology related products, companies,

research labs, national initiatives, associations.


criteria of teaching module not

tested.

General information in English;

Modules available in Dutch

http://www.crann.tcd.ie/Education-Outreach/School-s-Programme/Nano-in-My-Life.asp

http://www.nanowerk.com/news/newsid=24017.php



Sciences for the contemporary world (Spain)

Started in 2010

www.cienciasmc.es

CienciasMC is a website on the compulsory subject “Sciences

for the contemporary world” for “1st Bachillerato” students

(16-17 years), where a guide for teachers (a kind of text book)

is provided. The guide is divided in 9 units. One of these units,

“New materials”, includes a chapter on nanotechnologies.

Evaluation in this report is related to this chapter.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Available in Spanish only

FECYT - nanoscience and nanotechnology (Spain)

Started in 2009

www.fecyt.es

FECYT (Spanish Foundation for Science and Technology), aims,

among others, the promotion of scientific culture and

dissemination between general public. Because of that, in 2009

a new didactic publication on nanoscience and nanotechnology

was developed and released through FECYT website.

Evaluation in this report is related to this publication.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Available in Spanish only

Nano4Schools (Switzerland)

Duration: 2003-2005

www.nanoforschools.ch

Nano4Schools presents on its website a range of simple,

practical nanotechnology experiments that can be used in

classrooms. There are 10 modules on nanotechnologies and

their applications, such as nanosilver, nanocoating, etc. There

is a small news-section on the website; the latest news was

posted in 2012. Additionally there are presentations on

nanotechnologies available, e.g. on medicine, architecture,

microscopy, etc.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge



http://www.cienciasmc.es/

http://www.fecyt.es/



Swiss Nano Cube (Switzerland)

Duration: n/a

www.swissnanocube.ch

Swiss Nano-Cube is the national knowledge and education

platform for micro and nanotechnology. It addresses teachers

and students from vocational schools, secondary schools as

well as higher professional schools.

The aim of the platform is to arouse interest for micro and

nanotechnologies among students and young professionals

and to provide comprehensive yet understandable information

to teachers. Swiss Nano Cube provides a repository on

nanotechnology information.

The NanoTeachBox provides teachers with a module, course

and supplementary materials for use in secondary education. A

repository of teacher information materials (presentations,

experiments, etc.) on many different fields of nano-application

are also available. NanoTeachBox

The experimental kit, "SimplyNano 1®",comprises teaching

materials, chemicals and laboratory materials for 8

experiments from the world of nanotechnology. The kit

addresses students from 7th-10th grade. It introduces

phenomena of nanotechnology in a comprehensive manner.

The kit offers tutorials for students, commentaries for teachers,

and presentation slides. All content is easily comprehensible

and attractively illustrated. The topics of “nano dimension”,

“reactivity of nano particles” and “nano surfaces” are

presented. SimplyNano


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Available in four languages

NanoX (United Kingdom)

Duration: n/a

www.bcfn.bris.ac.uk/index.php?

q=node/83

The NanoX project is conducted by BCFN (Bristol Centre for

Functional Nanomaterials), which is affiliated to the University

of Bristol. Within the NanoX project, participating students

from the University organise demonstrations and activities to

encourage local school children and their families to engage

with nanoscience. Activities include posters, demonstrations,

activities, the organisation of a scientific conference, and a

‘Dragons Den’ type competition.



Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Chargenot open access


http://www.swissnanocube.ch/nanoteachbox/

http://innovationsgesellschaft.ch/en/kompetenzen/aus-und-weiterbildung/simplynano/

http://www.bcfn.bris.ac.uk/index.php?q=node/83

http://www.bcfn.bris.ac.uk/index.php?q=node/83



Nano & Me (United Kingdom)

Duraton: n/a

www.nanoandme.org

Nano&Me.org was a website looking to provide balanced

information about nanotechnologies, and facilitate a platform

for open debate on the technology. This involved looking at

regulation, nano-safety and the wider societal and ethical

impact of nanotechnologies. Nano&Me was funded initially by

Responsible Nano Forum; however, this funding has now

lapsed and is looking for a full time benefactor.



Complex

Playful: n/t

Assistance Required

Interactive

Easy Access

Free of Charge


3.1.3 Taking a closer look at the international level

Currently, a variety of projects concerning nanotechnology education are being carried out on an

international level. NanoDiode presents a selection of these below, and in doing so evaluating them

by the “best practice” criteria identified in chapter 2.1.

Education program of the National nanotechnology Initiative

(United States); Duration: n/a

www.nano.gov/education-

training

This online resource by the National Nanotechnology Initiative

in the US provides resources on the range of education and

training opportunities available, from classroom resources for

K-12, to community college programs to PhD's in the field of

nanotechnology.

Nanooze: Science magazine

Nanooze Breake at Walt Disney World Resort® Florida

NanoDays: Nano-Festival

VizLab image collection: pictures

NanoExpress: mobile science theme park


criteria of teaching module not

tested. Information on nano-

initiatives only.

http://www.nanoandme.org/

http://www.nano.gov/education-training




Nanotechnology Informal Science Education (NISE) network

(United States); Started in 2008

nisenet.org/nanodays

The NISE Network is a US national community of researchers

and informal science educators dedicated to fostering public

awareness, engagement, and understanding of nanoscale

science, engineering, and technology. Nisenet.org is an online

digital library of public nano educational products and tools

designed for educators and scientists.

Among the offered materials, there is the Nanodays digital kit,

complete with instructions, lesson plans, supply lists,

marketing materials, and multimedia files on educational

materials related to nano and though to be displayed and used

during the US Nanodays (a nationwide festival).



Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge


Nano-CEMMS Centre Online Lab Materials (United States) nano-

cemms.illinois.edu/materials

The Nano-CEMMS Centre in the US provides a variety of

teaching modules for K-12 Classrooms on topics such

antimicrobial silver, microfluidics, 3D printing, tools and

processes and social issues. The material consists of 17

experiments including detailed description.


State-of-the Art

Complex

Playful

Assistance Required

Interactive

Easy Access

Free of Charge consumables not included


Nano-Link (United States)

Started in 2008

www.nano-link.org

Nano-Link is funded by National Science Foundation. Their goal

is to promote nanotechnology education at multiple grade

levels by providing comprehensive resources for students and

educators. These resources are supported by hands on

educator workshops and online content and activity kits.

Nano Infusion is the network of Nano-Link. Access to the

educational material (download) is only possible after

registration to Nano Infusion.



Complex

Playful

Assistance Required

Interactive: n/t

Easy Accessaccess upon registration

Free of Charge


http://nisenet.org/nanodays

https://nano-cemms.illinois.edu/materials

https://nano-cemms.illinois.edu/materials


3.2 In-depth interviews: Experts, Teachers and Students experiences

Results evaluating “best practice” in teaching nanotechnology at the secondary education level were

also gained by compiling in-depth interviews that were conducted with experts, teachers and students

who had both experienced, and not experienced, using nanotechnologies education materials.

The outcomes of the in-depth interviews are shown in this section of the report on “best practice” in

nanotechnology education. Based on the criteria defined within the consortium (chapter 2.1), specific

questions were formulated and used the basis for these interviews. The interview questions can be

found in Annex II of this report.

A lot of the answers from the interviewees (both educational experts and teachers) on “best practice”

in nanotechnology education at secondary level involved the integration of problem solving and age-

appropriate content (that is, up-to-date thematic relation e.g. social media, electronic, etc.) which is

application orientated. Both from scientific experts and teachers, the concern was raised on the

management and education of the topic of nanotechnology due to its broad spectrum and since it was

not clear how they should approach the huge amount of information that is being provided by the

topic. All interview groups concluded that an application-based approach for nanotechnology

education would be preferable, based on, among other things, students’ interests and questions,

cultural differences, and fashionable topics.

One expert stated that “students should answer basic questions: What is the need of nanotechnology

in this application (identify the basic nanotechnology information and in-depth knowledge of an

application)? Does nanotechnology make the product better (costs, production, resources, etc.)? Are

there ethical questions to be considered (ELSA – Ethical, Legal Social Aspects)?” To achieve this,

students and teachers should have to have access to free and easily accessible, updated information.

Information should be well presented (in a repository) and tested. Teachers should be able to choose

their own topics (reflecting current societal and cultural challenges) and the amount of information to

be used. Besides experiments and application-based information, teachers and students interviewed

requested clear definitions and basic knowledge on nanotechnology to be provided in order to

broaden general knowledge. Furthermore the context should represent social needs (and, if

applicable, cultural needs). Another important factor of any educational materials should be the

balanced and honest representation of the content, according to the interviewees. Beside a neutral

(in terms of impartiality) presentation, advantages, disadvantages as well as risks and benefits should

be presented; this opens up the opportunity for both teachers and students to formulate their own

opinions about scientific topics, which is one of the key objectives of Responsible Research and

Innovation (as discussed further in Chapter 4). Most of the interviewees stated, “confidence on

nanotechnology should be increased by giving all the information available and pointing out

uncertainties”.

Other educational strategies set around informing students and teachers about nanotechnology were

also tested. Workshops, science days and discussion panels with professional scientists were very


much appreciated. Autonomous thinking was promoted through question development on current

nanotechnology findings and applications. The aim for teachers and students was to formulate their

own questions that they would like to see addressed. Creative learning strategies showed to be

beneficial when students had the possibility to learn through practice (experiments, hands-on

activities). “The use of the imagination could function as a motivator,” stated one interviewee,

meaning that competitions, such as the NanoDiode school kids and students competitions on

innovative nano-ideas, help people engage with science content. Where and how could

nanotechnologies be used? How could they contribute to a better, sustainable European future? What

kind of applications or products could you think of? In Autumn 2014 NanoDiode asked school kids and

students across to develop their own innovative ideas. Over 50 European youngsters took part in the

competition and sent their ideas to the NanoDiode team. The results can be found on

www.nanodiode.eu.

The integration of nanotechnology in school’s curriculums was also discussed briefly, with the overall

concern being how to integrate new scientific topics throughout the years of investigation and

research. Albert Duschl, from the University of Salzburg, proposed the integration of the subject

“Innovation” as a way of introducing current topics in science, such as nanotechnologies. He

furthermore claimed that “we are not strictly biologists, chemists, physicists, mathematicians, etc., but

rather we involve all these areas in our work to some extent, plus some disciplines not represented in

schools, like medicine and of course nanotech. I think that education at all levels should be more flexible

to reflect the current multidisciplinary approach in most of natural sciences”.

Furthermore, interviewees stated that the integration of nanotechnology does not represent a huge

obstacle; the syllabus often provides open education topics on, for example “modern physics, modern

chemistry, modern biology”, which are all perfectly suitable for nanotechnology education. The

problem is more the lack of motivation of teachers to get in contact with new education material.

Interviewees, especially from teachers’ side, therefore expressed their wish to integrate new science

topics in the continuing education of teachers. Another point of discussion was the integration of small

pieces of information on “nanotechnology” in schoolbooks. Some interviewees stated that they do not

use schoolbooks anymore, and instead rely on printable education material. Others claim that, due to

structural changes (e.g. Austrian form of “Zentralmatura – centralised school examination), they have

to strictly follow the content of the book. Therefore basic knowledge and information on

nanotechnologies should be presented within the new schoolbook area. “As long as it is not written in

the schoolbook, teachers will not address it”, was the comment from one science teacher.

At the beginning of the investigation, many concerns have been raised within the NanoDiode

consortium regarding language and cultural differences in science education. This was further

investigated throughout the interviews. Even though there is the clear advantage of having material

translated into each countries’ native language, there have rarely been difficulties with English

educational material in secondary education. This was underpinned by the increased focus on English

education throughout the European Union, and the “need of English science education for future job

markets”, as stated by several interviewees. Concerning the cultural differences, interviewees saw no

http://www.nanodiode.eu/


need for country specific nano-application education, since all topics were considered to be equally

important to the member states at this point of investigation. A workshop on “Reaching out to the

Future. Outline of Proposals for Communication Outreach, Dialogue and Education on

Nanotechnology“ reviews best practices developed by European funded projects on outreach,

dialogue and education activities; it finds that content and education activities should rely on identified

grand challenges in the EU (ageing society, climate change, energy security, etc.).7

4 Educational Strategy and “Best practice” in STEM education

Different EU initiatives are concerned with seeking out “best practice” in (nano) science education.

NanoDiode would like to deepen the discussion on best practice, taking into account previous results,

such as the “Workshops on Outline of Proposals for Communication Outreach, Dialogue and Education

on Nanotechnology”, EU projects (according to Chapter 3.1), and findings from the in-depth interviews.

The focus of NanoDiode D4.1 is students and teachers in secondary education (14-18 years).

At present, there are few educational materials providing appropriate information on

nanotechnologies; the information provided is widely unbalanced, not subject orientated, and lacks

evaluation. Therefore it is of the utmost importance to provide a repository of tested education

materials in nanotechnology that can be used by teachers and students. Educational materials tested

within NanoDiode gave an indication of “best practice” concerning cost (free of charge) and

accessibility (easily accessible). “Best” would be a repository (such as the SCIENTIX resources). 8

Materials should engage creativity (video, competitions, etc.), preferably in a student’s mother tongue

or in English, and be constantly updated. The danger of not doing this is that it might lead to a negative

perception of nanotechnologies by future generation as, stated by Chaudry et al.: “One of the lessons,

hard-learned, from the GM (NB: genetic modification) debate is that the vast majority of European

people are not really interested in science, do not understand it well and do not want to unless they

have a personal need to”.9

Contrary to Chaudry et al.’s statement, Blonder & Dinur (2011) highlight the fact that motivation of

students in science topics increases with education in new technologies, such as nanotechnology.10

Science education, including education in nanotechnologies, positively influences student motivation

to learn and discuss about new technological fields and critically evaluate given information. Even

though there are uncertainties from educators on how to teach “complex nanotechnologies”,

educational initiatives aim to provide easy access to understandable scientific information, which at

7 Workshop Report, Brussels, 28-29 March 2012: Reaching out to the Future. Outline of Proposals for Communication

Outreach, Dialogue and Education on Nanotechnology. http://ec.europa.eu/research/industrial_technologies/pdf/reaching-out-

to-the-future_en.pdf 8 Repository of STEM education material - http://www.scientix.eu/web/guest/resources 9 Qasim Chaudhry, Laurence Castle and Richard Watkins – Nanotechnologies in Food, RSC Nanoscience & Nanotechnology

No. 14 (2010), p.45 10 Blonder, R., & Dinur, M. (2011). Teaching nanotechnology using student-centred pedagogy for increasing students’ continuing

motivation. Journal of Nano Education, 3, 51–61

http://ec.europa.eu/research/industrial_technologies/pdf/reaching-out-to-the-future_en.pdf


http://www.scientix.eu/web/guest/resources


the same time is complex and challenging enough (age appropriate) to keep the motivation of

students high so as to foster discussion about the topic. Additionally many teachers and experts both

claim that they edit the content on the topic to simplify the context to the state of knowledge in the

classroom.

Based on the results from the in-depth research and interviews, many statements for the need of

(nano) science education specified “the advantage of strengthening science education is the increased

motivation in science as a career”. Being a multidisciplinary topic, nanotechnologies can cover many

different fields of application, thereby strengthening the future workforce.

Additionally, the EU FP7 project NanoEIS has focused on the role of industry in nanotechnology

education being relevant for two reasons. First, education in nanotechnology will help build a future

workforce and second, the public becomes informed about nanotechnology and its products in order

to be informed users and consumers, and as such limiting the risk of industry over-commercialisation

and risking consumer rejection. The NanoEIS Deliverable 3.1 on best practice concludes that

nanotechnology education actions best function as compulsory and hands-on activities (experiments).

The report states that most educational projects provide a virtual platform; the access rate, however,

is rather low. Nevertheless, virtual teaching (that is, teaching through videos, online-competitions, and

so on) increased the attractiveness of science topics and improved the effect of education. The report

states that the benefits of nanotechnology science teaching in secondary schools comes in learning

about new technologies at an early stage of their development. This provides opportunity to build a

highly educated public which is able to discuss and learn about scientific advancements; this is in line

with the scope of Responsible Research and Innovation.

Besides tested activities (videos, social media, leaflets, project work), some educational activities and

theories require deeper evaluated or have proven to be successful in schools already.

Educational activities in nanotechnology could follow an inquiry-based approach, and so

allowing for a genuine two-way communication (student- teacher; teacher – expert, student –

expert).

Educational activities proved to be best when problem- and solution-orientated. Another way

to engage young people in nanotechnologies could be the presentation of a partial answer;

students should first formulate their question and afterwards complete the answer in order to

identify themselves with the problem and find a solution.

Sophism: Teachers instructed their students to discuss both arguments for and against a

certain topic with maximum effort. Students had to analyse a problem in-depth in order to

gain an insight into its themes.11 Expert Albert Duschl stated in his interview, “nanotech

teaching would benefit from including controversial arguments”. Students could be grouped

together to discuss and debate the benefits and risks of nanotechnologies and before

presenting the arguments, they have to switch sides in order to challenge the opinions they

have just formed.

11 D.C. Phillips – Encyclopaedia of Educational Theory and Philosophy. SAGE Publications, Inc. (2014), p 778


Hands-on techniques and experiments show very positive responses with teachers and

experts. Nevertheless, consumables must be easily accessible and low cost. Experiments

require thorough instruction and should be safe, easily understandable and reproducible.

Regardless of the education technique chosen, it should be within the scope of Responsible Research

and Innovation, meaning that it should present the opportunity to students to formulate unbiased

opinions about new topics.

Activities and materials should also look to challenge both girls’ and boys’ perception of science. Links

to role models should also be provided (both female and male). Students should be equally supported

in their favourite subjects and topics, and material in nanotechnology education has to be provided in

gender-neutral language without stereotypical images.12

The results gained from the NanoDiode study on “best practice” reflect the need for the

implementation of Responsible Research and Innovation by providing independent and balanced

information. People should be able to engage in science investigation through easy access to science

information. This will lead to an independent, science-literate society that is able to formulate its own

opinions and think critically (as discussed in Chapter 4).

Educational strategy - "best practice" in nanotechnology education:

Accessibility & Assistance:

Repository

Reproducibility

Material/Information Representation

Low Cost

Open Access

Teachers Training

Sustainability:

Adaptable

Innovative

Multidisciplinary

State of the Art

Curriculum implementation

Teachers motivation

Flexibility

Schoolbooks

Content Accuracy

Presentation of a Problem

Application orientated

Societal Challenges

Cultural and Demographic

characteristics (incl. Language)

Balanced & Honest

Validated & Understandable

Political correct and Gender appropriate

Creativity & Curiosity

Age-appropriate

Educational Strategy & Theory

Workshops, Science Days, Discussion

Panels

Experiments

Imagination & Investigation

(Competition)

Interactive & Interdisciplinary

Clear Objectives & Motivation

Autonomy

Involvement of Students, Teachers &

Parents

12 EU initiative – Science: It’s a girl Thing! http://science-girl-thing.eu/en

http://science-girl-thing.eu/en


5 The role of Responsible Research and Innovation (RRI) in Science Education

The concept of Responsible Research and Innovation (RRI) is rather new. Developing out of the 2001

initiative on “Science and Society”, which was further implemented in 2007 within the FP7 Framework

Programme on “Science in Society (SiS)”, the concept of RRI was formally developed in 2010.13 The

general aim was to implement the concept of RRI in all current and future innovation and research

processes. One of the objectives of RRI is to involve both stakeholders and society in innovation

development in order to tackle grand societal challenges. Máire Geoghegan-Quinn stated in her

speech from April 2012 that “[…] we can only find the right answer to the challenges we face by

involving as many stakeholders as possible in the research and innovation process. […]”.14 This quote

goes hand in hand with the definition of Rene von Schomberg on Responsible Innovation:

“Responsible Research and Innovation is a transparent, interactive process by which societal

actors and innovators become mutually responsive to each other with a view to the (ethical)

acceptability, sustainability and societal desirability of the innovation process and its

marketable products (in order to allow a proper embedding of scientific and technological

advances in our society).” 15

A recent special issue of the EuroScientist magazine from 29th October 2014 summarizes different

views on RRI, such as the need for an open dialogue between science and society in order to allow for

science to be steered towards socially desirable and acceptable ends. Within this EuroScientist issue,

Jack Stiloge, Lecturer in Social Studies of Science, Department of Science and Technology Studies,

University College London, wrote “RRI means experimenting further and improving upon existing

practice”. He tackled the need to monitor research developments on the one hand, with engaging

responsible research development and on the other hand. This is important in order not to bypass

institutional and/or cultural barriers that might stop innovation processes along the value chain.16

The October 2014 newsletter of SCIENTIX focused on RRI, highlighting that its concept is currently the

key issue of the H2020 programme. 17 The Horizon 2020 regulation specifically focuses on the

13 European Union (2012) Responsible Research and Innovation: Europe’s ability to respond to societal challenges:

http://ec.europa.eu/research/science-society/document_library/pdf_06/responsible-research-and-innovation-leaflet_en.pdf 14 European Commissioner for Research, Innovation and Science, a message delivered at the conference Science in Dialogue –

Towards a Euorpean Model for Responsible Research and Innovation held in Odense, Denmark, between 23rd and 25th April,

2012 15 Von Schomberg, Rene (2011) ‘Prospects for Technology Assessment in a framework of responsible research and innovation’

in: Technikfolgen abschätzen lehren: Bildungspotenziale transdisziplinärer Methode, P.39-61, Wiesbaden: Springer VS

http://renevonschomberg.wordpress.com/definition-of-responsible-innovation/ 16 EuroScientist, Special Issue: RRI Overview – Print Edition, sponsored by RRI Tools project.

http://www.euroscientist.com/special-issue-rri-overview-print-edition/ (2014) 17 SCIENTIX - community for science education in Europe; Newsletter on RRI: http://files.eun.org/scientix/newsletter/Scientix-

Newsletter-Oct14.pdf

http://ec.europa.eu/research/science-society/document_library/pdf_06/responsible-research-and-innovation-leaflet_en.pdf

http://renevonschomberg.wordpress.com/definition-of-responsible-innovation/

http://www.euroscientist.com/special-issue-rri-overview-print-edition/

http://files.eun.org/scientix/newsletter/Scientix-Newsletter-Oct14.pdf



integration of grand societal challenges by “integrating research, innovation and education” when

promoting science with and for society (SWAFS).18

The link between science and education within RRI is a strong tool to integrate and address social

needs. Tomorrow’s researchers and citizens can, and will, play an important role in innovation

processes. Knowledge transfer and science skills will enable society to engage in steering innovation

and taking responsibility in research and innovation processes, either as a science-literate society or

as a responsible scientific workforce. This can be achieved by making science language and tools

understandable throughout education processes.19

Finally, the European Commission publication on RRI defined six “keys of [the] Responsible Research

and Innovation framework”:20

“Choose together” – Engagement of all Stakeholders

“Unlock the full potential” – Gender Equality

“Creative learning fresh ideas” – Science Education

“Share results to advance” – Open Access

“Do the right “think” and do it right” – Ethics and response to Societal Challenges

“Design science for and with society” – Governance of Innovation Development

In summary, the NanoDiode project aims to integrate RRI in all tasks that it has planned. The feedback

from educational experts, teachers and students reflect the needs tackled by RRI in providing easily

understandable and updated information, engaging society, and creating the opportunity to form a

society able to formulate its own critical opinions.

18 REGULATION (EU) No 1291/2013 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 11 December 2013

establishing Horizon 2020 - the Framework Programme for Research and Innovation (2014-2020) and repealing Decision No

1982/2006/EC, Official Journal of the European Union (2013)

http://ec.europa.eu/research/participants/data/ref/h2020/legal_basis/fp/h2020-eu-establact_en.pdf 19 SCIENTIX - community for science education in Europe; Newsletter on RRI http://files.eun.org/scientix/newsletter/Scientix-

Newsletter-Oct14.pdf (2014) 20 Responsible Research and Innovation: Europe’s ability to respond to societal challenges:


http://ec.europa.eu/research/participants/data/ref/h2020/legal_basis/fp/h2020-eu-establact_en.pdf





6 Conclusion and Action Plan

This report provides a review of state of the art nanotechnology education. This report summarizes

the evaluation of “best practice” in nanotechnology education, presenting a detailed education

strategy and action plan. In-depth research was performed on eight EU, 15 national and four

international projects and initiatives. All projects and initiatives were tested according to the

evaluation criteria defined, in order to outline and compare objectives and impact, strengths and

weaknesses. The findings were supported by in-depth interviews with previous partners in (nano)

educational projects, external experts in (nano) education, teachers and students which are already

having experience in (nano) educational projects or interested in engaging to participate in future

activities. The in-depth interviews discussed and defined “best practice” criteria. The results from both

activities (evaluation of activities and in-depth interviews) will serve as foundation for formal

recommendations on that matter. Geographical heterogeneity was taken into account by investigating

NanoDiode partner countries, to ensure the validity of the report.

Evaluation benchmarks for projects, initiatives and educational materials were defined using

qualitative and quantitative criteria. NanoDiode evaluated available information according to the

quality of content in terms of scientific and factual accuracy, balanced representation and state of the

art information. Furthermore, through in-depth interviews with teachers and students criteria on

playfulness, instructiveness and complexity have been tested; additionally, those criteria will be

further elaborated in future events within NanoDiode project as listed in the WP4 Action Plan. The

level of assistance required throughout educational activities was rated according to autonomy,

teacher or scientific assistance needed. The possibility to adapt available materials was tested

throughout the interviews, and will be further deepened in future NanoDiode activities. Quantitative

criteria on accessibility (links, downloads), cost, sustainability and reproducibility (print, e-learning)

were tested within the evaluation, and will be further deepened by the next planned actions in

NanoDiode.

This report has been written in the light of Responsible Research and Innovation, a concept that looks

to involve both stakeholders and society in innovation development in order to tackle grand societal

challenges. Responsible Research and Innovation in science education is discussed, and found to be in-

line with “best practice” criteria identified.


Results show that the four main pillars of “best practice” in science education are:

1. Accessibility & Assistance

2. Sustainability & Curriculum implementation

3. Content Accuracy

4. Educational Strategy & Theory

The four “best practice” criteria stated above can be used to summarize a successful nanotechnology

science education strategy.

Educational strategy - "best practice" in nanotechnology education:

Accessibility & Assistance:

Repository

Reproducibility

Material/Information Representation

Low Costs

Open Access

Teachers Training

Sustainability:

Adaptable

Innovative

Multidisciplinary

State of the Art

Curriculum implementation

Teachers motivation

Flexibility

Schoolbooks

Content Accuracy

Presentation of a Problem

Application orientated

Societal Challenges

Cultural and Demographic

characteristics (incl. Language)

Balanced & Honest

Validated & Understandable

Political correct and Gender appropriate

Creativity & Curiosity

Age-appropriate

Educational Strategy & Theory

Workshops, Science Days, Discussion

Panels

Experiments

Imagination & Investigation

(Competition)

Interactive & Interdisciplinary

Clear Objectives & Motivation

Autonomy

Involvement of Students, Teachers &

Parents

A detailed education strategy and action plan follows the means of clear structuring of education

material, highly effective real-time learning (active student involvement), supportive environment

(material, lab-visits, etc.), quality materials, comprehensibility and topics that motivate students

according to their current cultural, demographical and social interests. Furthermore the education

strategy and action plan present a variety of different education methods and theories and an

individual support system for both teachers and students. It is necessary that objectives of an

educational activity be outlined at the beginning of the activity for both students and teachers, to

motivate and give a meaning to the action. The environment must be engaging and offering all

amenities for successful learning (material, consumables, presentations, etc.).


The next step in NanoDiode WP4 will be the further elaboration of the WP4 Action Plan21. First task

will be the development of educational material for a planned series of education activities

(workshops) focusing on secondary education, building on the extensive experience gained in earlier

European projects. Interactive workshops with secondary school children, building on “best practices”

in education will further strengthen the evaluation of educational material and initiatives and

investigate the applicability of the “best practice” criteria defined. Additionally NanoDiode will follow

the initiatives from other EU projects to organize “teach the teacher workshops” on nanotechnology

education, in order to show teachers how to work with selected nanotechnology educational materials

and activities and to motivate teachers to present new science topics to their students. An online

evaluation tool will allow teachers and schoolchildren to assess the impact of nanotech educational

tools after use.

21 NanoDiode WP4 Action Plan (2014) - http://www.nanodiode.eu/publication/nanodiode-wp4-action-plan

http://www.nanodiode.eu/publication/nanodiode-wp4-action-plan


7 Literature

NanoDiode WP4 Action Plan (2014) - http://www.nanodiode.eu/publication/nanodiode-wp4-action-plan/

European Commission (2004). Towards a European Strategy for Nanotechnology. COM(2004) 338


European Commission (2005). Nanosciences and nanotechnologies: An action plan for Europe 2005-2009.

COM (2005) 243 http://ec.europa.eu/research/industrial_technologies/pdf/nano_action_plan_en.pdf

European Coordinating Body in Science, Technology, Engineering and Mathematics (STEM) Education, see


NanoDiode deliverable D1.2: http://www.nanodiode.eu/wp-content/uploads/2014/04/NanoDiode_WP1_Best_Practices.pdf

NanoEIS - Nanotechnology Education for Industry and Society; report on best practice: http://www.nanoeis.eu/sites/nanoeis.eu/files/downloads/NanoEIS%20D3%201.pdf

Workshop Report, Brussels, 28-29 March 2012: Reaching out to the Future. Outline of Proposals for

Communication Outreach, Dialogue and Education on Nanotechnology.


Repository of STEM education material - http://www.scientix.eu/web/guest/resources

Qasim Chaudhry, Laurence Castle and Richard Watkins – Nanotechnologies in Food, RSC Nanoscience &

Nanotechnology No. 14 (2010), p.45

Blonder, R., & Dinur, M. (2011). Teaching nanotechnology using student-centred pedagogy for increasing students’ continuing motivation. Journal of Nano Education, 3, 51–61

D.C. Phillips – Encyclopaedia of Educational Theory and Philosophy. SAGE Publications, Inc. (2014), p 778 EU initiative – Science: It’s a girl Thing! http://science-girl-thing.eu/en European Union (2012) Responsible Research and Innovation: Europe’s ability to respond to societal

challenges: http://ec.europa.eu/research/science-society/document_library/pdf_06/responsible-research-

and-innovation-leaflet_en.pdf

European Commissioner for Research, Innovation and Science, a message delivered at the conference

Science in Dialogue – Towards a Euorpean Model for Responsible Research and Innovation held in Odense,

Denmark, between 23rd and 25th April, 2012

Von Schomberg, Rene (2011) ‘Prospects for Technology Assessment in a framework of responsible

research and innovation’ in: Technikfolgen abschätzen lehren: Bildungspotenziale transdisziplinärer

Methode, P.39-61, Wiesbaden: Springer VS http://renevonschomberg.wordpress.com/definition-of-

responsible-innovation/

EuroScientist, Special Issue: RRI Overview – Print Edition, sponsored by RRI Tools project.

http://www.euroscientist.com/special-issue-rri-overview-print-edition/ (2014)

SCIENTIX - community for science education in Europe; Newsletter on RRI: http://files.eun.org/scientix/newsletter/Scientix-Newsletter-Oct14.pdf

REGULATION (EU) No 1291/2013 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 11 December

2013 establishing Horizon 2020 - the Framework Programme for Research and Innovation (2014-2020) and

repealing Decision No 1982/2006/EC, Official Journal of the European Union (2013)


SCIENTIX - community for science education in Europe; Newsletter on RRI

http://files.eun.org/scientix/newsletter/Scientix-Newsletter-Oct14.pdf (2014)

Responsible Research and Innovation: Europe’s ability to respond to societal challenges: http://ec.europa.eu/research/science-society/document_library/pdf_06/responsible-research-and-innovation-leaflet_en.pdf



http://ec.europa.eu/research/industrial_technologies/pdf/nano_action_plan_en.pdf






http://www.scientix.eu/web/guest/resources

http://science-girl-thing.eu/en





http://www.euroscientist.com/special-issue-rri-overview-print-edition/







8 Annex

8.1 Annex I: Evaluation Tool

Excerpt DOW and Action Plan WP4.1

Building on the education action plan from Task 1.3 and in consultation with the other partners

involved in this task and the networks that they represent (specifically the Education Working Groups

of NFA in Ireland, New York and Israel), task Leader BNN will review the state of the art in

nanotechnology education in order to develop a robust education strategy and action plan for

education activities. Task 4.1 will test and evaluate the ‘best of’ existing education activities and assess

their impact with a view to future education.

Contacts will be established with previous projects on nanotechnology and education such as

NANOYOU, TIMEFORNANO and NanOpinion (as well as national projects in Austria, Germany, Ireland

and Poland) as well as the running EU-project NanoEIS. These contacts will generate synergies in

achieving the proposed goals by enhancing validated methods and materials (such as educational

material, e-learning materials and workshop materials). Evaluation measures will include:

Expert dialogues, exchanging experiences of educational materials and activities at national and

EU levels (including e-learning materials);

Interviews with teachers, school children and national education experts to assess their

experiences with educational materials and activities.

The following qualitative and quantitative criteria will be used

Qualitative criteria

quality of the content of the educational material (in terms of scientific and factual accuracy,

balanced representation, representing the state of the art in research)

valuations of the content by students and teachers (complexity, playfulness, instructiveness, ease

of use, etc. - this will be tested by the online evaluation tool in Task 4.2)

level of assistance required (by teacher or researchers)

interactiveness of the material

possibility to adapt or update the material to specific classroom contexts (this will be teted by

experts, school children and teachers in Task 4.1 and Task 4.2)

Quantitative criteria

accessibility of the educational material via online systems

cost

availability on the longer term

reproducibility (print, e-learning tools)


Planning for task 4.1 (Please see Action Plan WP4 page 19)22

1. Data collection (educational activities, literature, material, etc.) – M6 – M12

2. Expert selection and dialogues – Start M6 – M14

3. Teachers and school children selection and dialogues – Start M6 – M16

4. Wrap up and NanoDiode Educational Material – Start M12 – M18

Educational Activities: Earlier Experience and best practice on national and EU level (please see

Action Plan WP4 page 8) Project/Innitiative Webpage

Scientix www.scientix.eu

NANOYOU www.nanoyou.eu

NanOpinion www.nanopinion.eu

NANOEIS www.nanoeis.eu

Workshp report: Reaching out to the future http://ec.europa.eu/research/industrial_technologies/pdf/reaching-out-to-the-future_en.pdf

The Initiative junge Forscherinnen und Forscher www.initiative-junge-forscher.de/angebote/schulbesuche/videos.html

The nanoTruck www.nanotruck.de

The Sparkling Science Project - Nanomaterials - Possibilities and Risks of a New Dimension

www.sparklingscience.at

Nano4Schools www.nanoforschools.ch

Swiss nano cube www.swissnanocube.ch

SimplyNano 1 http://innovationsgesellschaft.ch/en/kompetenzen/aus-und-weiterbildung/simplynano/

Education program of the National nanotechnology Initiative http://www.nano.gov/education-training

Nano-CEMMS https://nano-cemms.illinois.edu/contact.php

NANOTOTOUCH www.nanototouch.eu

Wissenschaft in Schulen! Nanosciences at German Schools http://www.wissenschaft-schulen.de/alias/material/nanotechnologie/1191771

Lab-on-a-chip teaching kit www.nanowerk.com

NANOSMILE www.nanosmile.org

22 See NanoDiode WP4 Action Plan - http://www.nanodiode.eu/publication/nanodiode-wp4-action-plan/






https://nano-cemms.illinois.edu/contact.php





Nano in My Life

Nanolab University of Modena and Reggio E. http://www.nanolab.unimore.it/en/?page_id=45

Nanotechnology Informal Science Education network (NISE) http://www.nisenet.org/nanodays/participants-2014

Nano-Link www.nano-link.org

Science of the contemporary world

FECYT http://www.oei.es/salactsi/udnano.pdf

nano&me www.nanoandme.org

NanoX http://bristol.ac.uk/news/2013/9303.html

TIMEFORNANO www.timefornano.eu

Nano School Box/Kit www.nanoschoolbox.com

New Talents http://www.talenty-pro-vedu.cz/cz/kontakty.php

Project/Initiative(Name): Acronym: Contact Person(Name + Organization): Investigator(Name + Organization): Date: Link:

Qualitative criteria

quality of the content of the educational material:

o scientific and factual accuracy (determined by availability of sources and links): yes ☐ no ☐

o balanced representation (determined by unbiased information and no trend into “selling

nanotechnologies”): yes ☐ no ☐

o state of the art(determined by information not older than5 years) : yes ☐ no ☐

Short statement:

preliminary valuations of the content for students and teachers

o complexity: yes ☐ no ☐

o playfulness: yes ☐ no ☐

o instructiveness: yes ☐ no ☐

o easy to use: yes ☐ no ☐

Short statement:

assistance required (by teacher or researchers): yes ☐ no ☐

Short statement:

interactiveness of the material given: yes ☐ no ☐

Short statement:

possibility to adapt or update the material to specific classroom contexts: yes ☐ no ☐

o contact available? yes ☐ no ☐ (Contact info:Klicken Sie hier, um Text einzugeben.)

http://www.nisenet.org/nanodays/participants-2014

http://www.oei.es/salactsi/udnano.pdf

http://bristol.ac.uk/news/2013/9303.html

http://www.talenty-pro-vedu.cz/cz/kontakty.php


o contact reacts within 7 working days? yes ☐ no ☐

Short statement:

Quantitative criteria

accessibility of the educational material via online systems

o link: Klicken Sie hier, um Text einzugeben.

o download material (please send as attachment if available)

Short statement:

costs

o free of charge? yes ☐ no ☐

o if no – costs: Klicken Sie hier, um Text einzugeben.

Short statement:

availability on the longer term (notification of closure of the webpage?): yes ☐ no ☐

Short statement:

reproducibility (print, e-learning tools): yes ☐ no ☐

Short statement:

Material to be used for NanoDiode Workshop? (please attach or describe) yes ☐ no ☐

Short statement:

Summary (Documentation; Material; News/Interaction/Contact)


8.2 Annex II: In-depth interviews - Questions for Experts, Teachers and Students

Experts (identified within the search on EU/national educational projects): General questions:

What initiative/educational programme did you attend/participate in? How did you become involved in nanotech-educational activities? (where you approached by

someone or was it your own initiative – further elaborate on this question) How did you feel during your work with nanotech-educational material (in terms of

quantitative and qualitative criteria) RRI in educational activities:

The concept of responsible research and innovation is now more important than ever within the European Union – how can we follow the EC – “creative learning and fresh ideas” approach within future educational activities?

How important in your point of view is it to steer educational activities in order for attendees to formulate their own personal opinions (in comparison to only highlighting positive enhancements of nanotechnologies or “selling” nanoproducts” or just informing about basic terms)

Is community ready to engage themselves with information made available on nanotechnology or should we keep “educating” them (by workshops, active involvement, active attempts for participation)

Did you have the feeling that both teachers (if available) and students (if available) had interest in learning about nanotechnologies?

RRI in educational materials: What kind of material were mostly appreciated? In your opinion – is the material available in nanotech education balanced enough for users

to formulate their own opinion rather than being steered into one positive/negative direction? Is the material too neutral?

Sustainability: What is your opinion on the sustainability of nanotech educational material – should we try

an attempt to integrate this information into the curriculum? How can we motivate the teachers to use nanotech educational material? Would you do educational activities again – what would you change/do better the next time?

Teachers+Students (5 Teachers and their Students with and 5 Teachers without experience in nanotechnology educational activities): General questions:

for teachers+students with expertise – same questions as for experts for teachers+students with no expertise: Have you heard about nanotech educational

programmes? How have you heard about the NanoDiode project? What is your interest in getting involved in NanoDiode? What do you expect from NanoDiode activities so far?

RRI in educational activities: for all: The concept of responsible research and innovation is now more important than ever

within the European Union – how can we follow the EC – “creative learning and fresh ideas” approach within future educational activities?

for teachers+students with expertise: How did you feel when working with educational activities – was the information biased? did you have the feeling someone wants to (over)sell


nanotechnologies? did the sources for material seem trustworthy? would you use material/activities again?

for teachers+students with no expertise: what do you expect from nanotech educational material – should it be neutral information (terms, definition, applications) or should it show benefits/risks? how could we design an educational activity in order for you to use it again?

RRI in educational material: for teachers+students with experience: What kind of material were mostly appreciated? In

your opinion – is the material available in nanotech education balanced enough for users to formulate their own opinion rather than being steered into one positive/negative direction? Is the material too neutral?

for teachers+students with no experience: what do you expect from nanotech educational materials? what do you expect from nanotech educational materials in terms of RRI (creative learning and fresh ideas; design science for and with society?

Sustainability: same questions as for experts (for both experienced and unexperienced teachers+students)

Final/Key Questions for experts, teachers+students (experienced and unexperienced):

What can NanoDiode do to motivate you in getting engaged in nanotechnology-educational activities.

What is your understanding of responsible research and innovation in educational activities if you hear the sentence: “Creative learning and fresh ideas”

developing innovative outreach and dialogue on responsible ... · grant nanodiode - agreement no:...

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