Quantum Dots: Bringing Nanoscience And Engineering Into The High School Classroom

This study traces the lesson design process for a professional development initiative on nanoeducation. In particular, a lesson on quantum dots is traced throughout the iterative design process based on a learning performances framework combined with design-based research. Teacher feedback, preand post-tests covering conceptual information, and researcher field notes were used as the primary sources of data. From these data, themes were identified, and actions were taken to address each of these feedback themes to better correspond to the learning goals identified for the lesson.