Research in the Classroom: Introducing Nanomaterials at a Two-Year College
Research in the Classroom: Introducing Nanomaterials at a Two-Year College
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DOI：
10.31098/ijrse.v2i2.251
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发表时间：
2020-11
影响因子：
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通讯作者：
Jihyun Kim;Christopher Roth;S. Zhang
中科院分区：
文献类型：
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作者：
Jihyun Kim;Christopher Roth;S. Zhang
本文阐述了作者如何以短期课程研究经验的形式将“课堂研究”转变为两年制大学的化学课程。学生们分组研究纳米材料，从废料中提出了一系列碳纳米颗粒前体，并开发了简单且经济有效的方法来生产碳纳米颗粒。毫不奇怪，学生们成为了更加积极的学习者，因为他们负责学习，并被赋予随着学习经验的进步而修改实验室活动的权力。更深层次的学习方法帮助学生更好地理解化学科学，增加概念学习，并成为负责任的公民。该项目还提供了一个讨论可持续性、绿色化学和纳米材料的平台。为了加大学生成功的努力，利用学术技术来帮助该项目。
This article illustrates how the authors transformed “research in the classroom” into chemistry courses at a two-year college in the form of short course-based research experience. The students worked in groups to research nanomaterials, came up with a series of carbon nanoparticles precursors from waste materials, and developed simple and cost-effective methods to produce carbon nanoparticles. Not surprisingly, students became more active learners as they were in charge of learning, and were given authority to modify lab activities with their learning experience progressing. A deeper approach to learning helped students better appreciate chemical sciences, increase conceptual learning, and become responsible citizens. The project also provided a platform to discuss sustainability, green chemistry, and nanomaterials. To increase the efforts for student success, academic technologies were utilized to aid the project.