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Üniversiteden Liseye Uzanan Köprü: Bir Nanobilim Atölye Çalışması

Year 2014, Volume: 31 Issue: 2, 49 - 72, 17.02.2016

Berra Sagun-gököz Sevil Akaygün

Abstract

Nanobilim Atölye Çalışması (NAÇ) lise öğrencilerinin günümüzde giderek önem kazanan nanobilim ve nanoteknoloji alanındaki okuryazarlık ve farkındalıklarını arttırmak amacıyla lise kimya programı, alanyazında yer alan çalışmalar ve bir sosyobilimsel konu olan nanoteknolojinin etik boyutu göz önünde bulundurularak tasarlanmış bir etkinliktir. Nanobilim Atölye Çalışması, öğrencilerin gözlem yapma, veri toplama, analiz, sentez ve değerlendirme yapmalarına olanak tanıyan grup çalışmaları, tartışma ve sunular içerecek şekilde oluşturulmuştur. Ayrıca her grup masalarında bulunan öğretmen adayı bir lider tarafından bilgi yapılandırma sürecinde desteklenmiştir. Boğaziçi Üniversitesi Eğitim Fakültesi Fizik Laboratuvarı’nda bir tam gün olarak gerçekleştirilmiş olan NAÇ’ın içerdiği 7 ayrı etkinlik 9-12. sınıf kimya programına uyumlu olması nedeniyle tek tek ya da bir arada kimya derslerinde uygulanabilir olma özelliği taşımaktadır

Keywords

Nanobilim nanoteknoloji atölye çalışması nanobilim okuryazarlığı nanobilim farkındalığı

References

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  • Bainbridge, W. S. (2002). Public Attitudes Toward Nanotechnology, Journal of Nanoparticle Research, 4, 561-570.
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  • Schank, P., Krajcik, J. & Yunker, M. (2007). Can Nanoscience Be a Catalyst for Education Reform?, In: F. Allhoff, P. Lin, J. Moor, J. Weckert (Editors), Nanoethics: The ethical and Social Implications of Nanotechnology, Hobeken, NJ. 2007, Wiley Publishing.
  • Talim Terbiye Kurulu Baskanlığı. (2013). Ortaöğretim Kimya Dersi Öğretim Programı, Ankara.
  • Time for Nano Project. (2011). Time for Nano Project, http://www.timefornano.eu, (Şubat, 2011).
  • Turkiye Bilimsel ve Teknolojik Arastirma Kurumu, (TÜBİTAK) (2004), Ulusal Bilim ve Teknoloji Politikaları, 2003-2023 Strateji Belgesi, http://www.tubitak.gov.tr/tubitak_content_files/vizyon2023/Vizyon2023_Strat eji_Belgesi.pdf (Aralık 2013).
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Year 2014, Volume: 31 Issue: 2, 49 - 72, 17.02.2016

Berra Sagun-gököz Sevil Akaygün

Abstract

References

  • Ak, N. (2009). Nanoteknoloji Eğitiminin Lise Düzeyine Uyarlanması, Yüksek Lisans Tezi, Gazi Üniversitesi.
  • Akaygün, S. (2010). A Nanoscience Workshop for and from Pre-Service Teachers, Poster presented at 10th European Conference on Research in Chemisty Education, Krakow, Poland, 4-9 Temmuz 2010.
  • Bainbridge, W. S. (2002). Public Attitudes Toward Nanotechnology, Journal of Nanoparticle Research, 4, 561-570.
  • Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. The Learning Centre of the NSTA. http://learningcenter.nsta.org/files/sc0810_26.pdf, (Ekim, 2012).
  • Bell, R., Smetana, L. & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–34.
  • Einstein, A. (1951). Qouted in Alice Calaprice, ed. The new quotable Einstein, Princeton, 2005, 61.
  • Feather, J. L. & Aznar, M. F. (2011). Nanoscience Education, Workforce Training, and K-12 Resources. Boca Raton, FL: Taylor & Francis.
  • Herron, M.D. (1971). The nature of scientific inquiry. School Review 79(2), 171–212. Gebze Yüksek Teknoloji Enstitüsü. (2010), www.gyte.edu.tr, (Kasım, 2010).
  • Greenberg, A. (2009), Integrating Nanoscience into the Classroom: Perspectives on Nanoscience Education Projects, http://pubs.acs.org/doi/abs/10.1021/nn900335r , (Ocak, 2011).
  • Hutchinson, K., (2007). Secondary Students’ Interests in Nanoscale Science and Engineering Concepts and Phenomena, Master Thesis, Purdue University.
  • Nano Channels. (2011). Student Material, http://www.nanochannels.eu/?cat=5, (Mart, 2011).
  • NanoBioNet. (2011). About Us, http://www.nanobionet.de, (Şubat, 2011).
  • Nanoscale Informal Science Education Network (2010). Nanoscale Informal Science Education, www.nisenet.org, (Kasım, 2010).
  • Nanoscale Science and Engineering Center (2011). WISC Saturday Science http://www.cise.columbia.edu/nsec/outreach/index.php?subsection=hs, (Mayıs 2011).
  • Nanoscale Science and Engineering. (2010), Nanoscale Science and Engineering, www.nclt.us, (Aralık, 2010).
  • Nanosense Project, (2008). Nanosense Project, www.nanosense.org, (Ocak, 2011).
  • Nano-Tech Science Education. (2010). Nano-Tech Science Education (NTSE) Web Site, www.ntse-nanotech.eu/ (Aralık, 2010).
  • Nanotechnology Research Foundation. (2008). History and Future of Nanotechnology,http://www.nanotechnologyresearchfoundation.org/nanohistor y.html, (Aralık, 2010).
  • NanoYou Project. (2011). NanoYou Project, www.nanoyou.eu, February 2011.
  • National Center for Learning and Teaching Nanoscale Science and Engineering, Big Ideas of Nanoscience, www.nclt.us/news/news_docs/Giordano-AAPT.pdf, (Kasım, 2010).
  • National Nanotechnology Initiative. (2007). Strategic Plan, http://www.nano.gov/sites/default/files/pub_resource/nni_strategic_plan_2007. pdf?q=NNI_Strategic_Plan_2007.pdf, (Aralık, 2010).
  • National Nanotechnology Research Center. (2010). Institute of Material Science and Nanotechnology, www.nano.org.tr, (Ocak, 2010).
  • Nisbet, M. C., & Scheufele, D. (2007). The Future of Public Engagement, The Scientist, 21(10), 39-44.
  • Porter, A. L., & Youtie, J. (2009). How Interdisciplinary is Nanotechnology?, Journal of Nanoparticle Research, 11(5), 1023-1041.
  • Roco, M. C. (2003). Broader Social Issues of Nanotechnology, Journal of Nanoparticle Research, 5, 181-189.
  • Roco, M. C., & Bainbridge, W. (2002). Converging Technologies for Improving Human Performance: Nanotechnology, Biotechnology, Information Technology, and Cognitive Science, http://www.wtec.org/ConvergingTechnologies/Report/ NBIC_report.pdf, (Şubat, 2011).
  • Sabancı Üniversitesi Nanoteknoloji Araştırma ve Geliştirme Merkezi. (2010). http://www.sabanciuniv.edu/eng/?arastirma/arastirma_alanlari_ve_birimler/S UNUM.html, (Ocak, 2011).
  • Sarıtaş, O., Taymaz, E. & Tumer, T. (2007). Vision 2023: Turkey's National Technology Foresight Program: A Contextualist Analysis and Discussion, Technological Forecasting and Social Change, 74(8), 1374-1393.
  • Schank, P., Wise, A., Stanford, T. & Rosenquist, A. (2010). Can High School Students Learn Nanoscience? An Evaluation of the Viability and Impact of the NanoSense Curriculum, http://nanosense.org/documents/reports/FinalEvaluationReport.pdf, (Aralık, 2010).
  • Schank, P., Krajcik, J. & Yunker, M. (2007). Can Nanoscience Be a Catalyst for Education Reform?, In: F. Allhoff, P. Lin, J. Moor, J. Weckert (Editors), Nanoethics: The ethical and Social Implications of Nanotechnology, Hobeken, NJ. 2007, Wiley Publishing.
  • Talim Terbiye Kurulu Baskanlığı. (2013). Ortaöğretim Kimya Dersi Öğretim Programı, Ankara.
  • Time for Nano Project. (2011). Time for Nano Project, http://www.timefornano.eu, (Şubat, 2011).
  • Turkiye Bilimsel ve Teknolojik Arastirma Kurumu, (TÜBİTAK) (2004), Ulusal Bilim ve Teknoloji Politikaları, 2003-2023 Strateji Belgesi, http://www.tubitak.gov.tr/tubitak_content_files/vizyon2023/Vizyon2023_Strat eji_Belgesi.pdf (Aralık 2013).
  • Türkiye Bilim Merkezleri Vakfı. (2010). http://www.bilimmerkezi.org.tr/ (Aralık, 2010).
  • Vygotsky, L. (1934/1986). Thought and language. Cambridge, MA: MIT Press.
  • Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press
  • Whitesides, G. M. & Love, J. (2007). The Art of Building Small, Scientific American, 17, 12-21
There are 37 citations in total.

Details

Journal Section Original Articles
Authors

Berra Sagun-gököz This is me

Sevil Akaygün

Publication Date February 17, 2016
Published in Issue Year 2014 Volume: 31 Issue: 2

Cite

APA Sagun-gököz, B., & Akaygün, S. (2016). Üniversiteden Liseye Uzanan Köprü: Bir Nanobilim Atölye Çalışması. Bogazici University Journal of Education, 31(2), 49-72.

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