This book presents the perspectives of nanotechnology educators from around the world. Experts present the pressing challenges of teaching nanoscience and engineering to students in all levels of education, postsecondary and informal environments. The book was inspired by the 2014 NSF workshop for Nanoscience and Engineering Education. Since nanotechnology is a relatively new field, authors present recommendations for designing nanotechnology education programs. The chapters describe methods to teach specific topics, such as probe microscopy, size and scale, and nanomaterial safety, in classrooms around the world. Other chapters describe the ways that organizations like NNIN and the NISE Network have influenced informal nanotechnology education. Information technology plays a growing role in all types of education and several chapters are devoted to describing ways how educators can use online curricula for teaching nanotechnology to students from preschool to graduate school.

This timely volume highlights the novel ways in which cutting-edge virtual and augmented reality (VR and AR) technology is being used in STEM education. Today, there are many exciting advances occurring in Immersive Learning Environments (ILEs) and innovative applications in STEM education. Recent breakthroughs in technologies such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) as well as Cross Reality (XR) that leverages VR, AR, and MR are finally making it feasible for educators in STEM to adopt ILEs in their classrooms in a scalable manner. Edited by experienced XR researchers in STEM education, Wang, Ryoo, and Winkelmann, the book focuses on the use of Immersive Learning Environments (ILEs) for creating experiences that excite, inspire, and engage learners in STEM disciplines. Chapters include research studies and practical applications addressing the challenges and opportunities associated with adopting technologies. This book covers the entire spectrum of immersive platform types and ILEs such as desktop, mobile, wearable, and room-based. It helps advance research and practice in the novel adoption of ILE technologies into STEM education from technical, theoretical/conceptual, empirical, and/or methodological perspectives. Cross Reality (XR) and Immersive Learning Environments (ILE) in Education will be a key resource for academics, researchers, and advanced students of education, STEM education, instructional design and technology, educational research, educational technology, research methods, information and communications technology, and curriculum and instruction. This book was originally published as a special issue of Interactive Learning Environments.

For the first time, this book sets out ways to teach the science of nanochemistry at a level suitable for pre-service and in-service teachers in middle and secondary school. The authors draw upon peer-reviewed science education literature for experiments, activities, educational research, and methods of teaching the subject. The book starts with an overview of chemical nanotechnology, including definition of the basic concepts in nanoscience, properties, types of nanostructured materials, synthesis, characterization, and applications. It includes examples of how nanochemistry impacts our daily lives. This theoretical background is an address for teachers even if they do not have enough information about the subject of nanoscale science. Subsequent chapters present best practices for presenting the material to students in a way that improves their attitudes and knowledge toward nanochemistry and STEM subjects in general. The final chapter includes experiments designed for middle and high school students. From basic science through to current and near-future developments for applications of nanomaterials and nanostructures in medicine, electronics, energy, and the environment, users of the book will find a wealth of ideas to convey nanochemistry in an engaging way to students.

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.

This book presents the perspectives of nanotechnology educators from around the world. Experts present the pressing challenges of teaching nanoscience and engineering to students in all levels of education, postsecondary and informal environments. The book was inspired by the 2014 NSF workshop for Nanoscience and Engineering Education. Since nanotechnology is a relatively new field, authors present recommendations for designing nanotechnology education programs. The chapters describe methods to teach specific topics, such as probe microscopy, size and scale, and nanomaterial safety, in classrooms around the world. Other chapters describe the ways that organizations like NNIN and the NISE Network have influenced informal nanotechnology education. Information technology plays a growing role in all types of education and several chapters are devoted to describing ways how educators can use online curricula for teaching nanotechnology to students from preschool to graduate school.