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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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 3
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 4
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.
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 5
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 6
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 7
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 8
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 9
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
Duration: 2009-2011; EU FP7 Program
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
Available in 9 languages
NANOTOTOUCH
Duration: 2009-2011; EU FP7 Program
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
Long Term Availability
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 10
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
NanOpinion
Duration: 2012-2014; EU FP7 Program
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
Translated into 8 languages.
NanoEIS - Nanotechnology Education for Industry and Society
Duration: 2012-2015; EU FP7 Program
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 11
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
Repository for high quality
teaching material (18 materials on
nanotech, 6 of them in Spanish,
NanoYou videos and PlayDecide
board game)
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 12
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.
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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
State-of-the Art: 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.
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 13
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge consumables not included
Long Term Availability
Available in German only
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.
Qualitative and Quantitative
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”.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
Website itself does not contain
any educational materials.
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 14
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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.
Qualitative and Quantitative
criteria of teaching module not
tested.
General information in English;
Modules available in Dutch
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 15
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
Available in German only
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 16
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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.
Quality of the content
State-of-the Art: n/t
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Chargenot open access
Long Term Availability
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 17
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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.
Quality of the content
State-of-the Art: n/t
Complex
Playful: n/t
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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
Qualitative and Quantitative
criteria of teaching module not
tested. Information on nano-
initiatives only.
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 18
Evaluation: Quality provided; Quality not provided; not tested (n/t) due to missing information
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).
Quality of the content
State-of-the Art: n/t
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge
Long Term Availability
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.
Quality of the content
State-of-the Art
Complex
Playful
Assistance Required
Interactive
Easy Access
Free of Charge consumables not included
Long Term Availability
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.
Quality of the content
State-of-the Art: n/t
Complex
Playful
Assistance Required
Interactive: n/t
Easy Accessaccess upon registration
Free of Charge
Long Term Availability
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 19
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 20
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 21
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 22
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 23
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 24
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 25
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/science-society/document_library/pdf_06/responsible-research-and-innovation-leaflet_en.pdf
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 26
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.
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 27
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.).
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 28
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 29
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
http://ec.europa.eu/nanotechnology/pdf/nano_com_en.pdf
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
http://www.ingenious-science.eu/web/guest/about
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.
http://ec.europa.eu/research/industrial_technologies/pdf/reaching-out-to-the-future_en.pdf
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)
http://ec.europa.eu/research/participants/data/ref/h2020/legal_basis/fp/h2020-eu-establact_en.pdf
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 30
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)
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 31
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/
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 32
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.)
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 33
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)
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 34
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
NanoDiode - Grant Agreement no: 608891 – 05-02-2015 / WP4 / D4.1 35
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”