Project Goals

NanoTeach is a full research and development project that addresses two challenges:

  1. Contextual Challenge: How can the learning of significant Science, Technology, Engineering, and Mathematics (STEM) content be achieved to ensure public literacy and workforce readiness? by moving nanoscale science and technology (NS&T) into high school science courses; and
  2. Frontier Challenge: What will support STEM teachers’ practice and development in an era of cyber-enabled learning? by testing an innovative, synchronous online video technology (Versatile Classroom) for use in professional development with cutting edge NS&T content.

The primary goal of NanoTeach is to prepare teachers to use an instructional design framework to integrate NS&T content into their curriculum in significant ways. To achieve this goal, we will develop and test a professional development model that combines:

  1. an instructional design framework (Designing Effective Science Lessons), a three-part instructional design framework [C-U-E] that helps teachers address content (C), student understanding (U), and learning environments (E),
  2. nanoscale science content, and
  3. multiple delivery methods (face-to-face meetings, asynchronous online assignments, and synchronous sessions with cutting-edge instructor controlled online video technology).

Teachers engaged in NanoTeach will learn to design and implement lesson plans and assessments using the Designing Effective Science Lessons [C-U-E] framework. Teacher learning goals will learn to:

  1. integrate NS&T content,
  2. use instructional strategies that have a high correlation to student understanding, and
  3. create learning environments that help students conducting scientific inquiries.

Research Questions

RQ #1   Does the NanoTeach facilitated professional development improve teachers’ ability to integrate NS&T              content into their classes in an inquiry-based manner through effective science instruction?
RQ #2   To what extent is the approach utilized in the NanoTeach project a viable approach to the              development of professional development materials and experiences that support integration of              nanoscale science in high school science?

Hypotheses

To address the first research question, four hypotheses will be assessed through the field test:

Hypothesis #1   Teachers in the treatment group will design higher quality lesson plans compared to teachers                            in the control group (lesson plan).
Hypothesis #2   Teachers in the treatment group will engage in higher quality instruction compared to teachers                            in the control group (instruction).
Hypothesis #3   Teachers in the treatment group will design higher quality assessment tasks compared to                            teachers in the control group (assessment task).
Hypothesis #4   Students in the treatment group will demonstrate higher quality performance compared to the                            control group (student performance on assessment task).

Research Design

The research design includes a formal pilot test and field test with random assignment treatment and control groups. The NanoTeach Teacher’s Guide will be designed for self-study (control group) and for use in a facilitated (80 hours plus significant follow-up) professional development model (treatment group). The results of the pilot test will inform revisions to NanoTeach prior to the field test. The research design and evaluation include ongoing structured data collection and reporting to support the development team in formal reflection about the viability of the design process and the quality of the resulting products.

Overview of NanoTeach Study Design