Art as an avenue to science literacy: Teaching nanotechnology through stained glass

Kimberly A. Duncan, Chris Johnson, Kyle McElhinny, Steve Ng, Katie D. Cadwell, Greta M Zenner Petersen, Angela Johnson, Dana Horoszewski, Ken Gentry, George Lisensky, Wendy C. Crone

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

Nanoscale science and engineering (NSE) and nanotechnology are emerging fields that have captured the attention of scientists and engineers, as well as mainstream media. However, the general public is relatively unaware of NSE, and schools (both K-12 and undergraduate institutions) rarely include nanotechnology as part of their curriculum. To help fill this gap in public and student understanding and to engage a broad base of learners, a suite of interdisciplinary activities connecting nanotechnology and stained glass artistry was created. The suite of activities has been successfully adapted for use in a wide range of educational settings (e.g., museums, K-12 classrooms, outreach events) for diverse audiences (e.g., children, high school students, members of the general public) to achieve a range of learning objectives.

Original languageEnglish (US)
Pages (from-to)1031-1038
Number of pages8
JournalJournal of Chemical Education
Volume87
Issue number10
DOIs
StatePublished - Oct 1 2010

Keywords

  • Applications of chemistry
  • CLIC
  • Continuing education
  • Demonstrations
  • General public
  • Hands-on learning/manipulatives
  • High school/introductory chemistry
  • History/philosophy
  • Interdisciplinary/multidisciplinary
  • Materials science
  • Nanotechnology
  • Public understanding/outreach

ASJC Scopus subject areas

  • Chemistry(all)
  • Education

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  • Cite this

    Duncan, K. A., Johnson, C., McElhinny, K., Ng, S., Cadwell, K. D., Petersen, G. M. Z., Johnson, A., Horoszewski, D., Gentry, K., Lisensky, G., & Crone, W. C. (2010). Art as an avenue to science literacy: Teaching nanotechnology through stained glass. Journal of Chemical Education, 87(10), 1031-1038. https://doi.org/10.1021/ed1000922