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《Journal of Cultural Heritage》2014,15(2):151-158
Nanolime dispersed in 2-propanol was extensively used for the consolidation of wall paintings. The knowledge of the advances of this methodology dealing with all the possible effects associated with the nanolime new material in conservation is fundamental to assess and improve the technique. In this paper, four different dispersions of Ca(OH)2 nanoparticles were characterised by Small Angle X-rays Scattering technique (SAXS) and Transmission Electron Microscopy (TEM) in order to achieve information on size, shape, polydispersity, agglomeration, and crystal structure (by SAED patterns) of the particles. Once characterised, the dispersions were tested in two different case studies, the Carceri dello Steri in Palermo with their graffiti and the 18th century lunettes at the SS. Giuda e Simone Cloister, Corniola (Empoli) with their lime-based mural paintings. The treated samples were characterised in relationship to either their morphology and surface chemical composition by Scanning Electron Microscopy coupled with Energy Dispersive X-rays spectroscopy (SEM-EDX), or their water absorption and mechanical properties (resistance to material abrasion). The results obtained showed that all the dispersions were nanometrically structured and their application succeeded in recovering the mechanical properties of the painting or graffito layers, not altering their permeability to water and keeping perfectly the wall transpiration. However, the dispersions constituted of the nanoparticles obtained via a synthesis able to control size and shape of the Ca(OH)2 particles resulted in a better performance in situ, even if the differences found by SAXS and TEM were slight. 相似文献
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Alejandra J. Magana Sean P. Brophy Lynn A. Bryan 《International Journal of Science Education》2013,35(14):2181-2203
Size and scale cognition is a critical ability associated with reasoning with concepts in different disciplines of science, technology, engineering, and mathematics. As such, researchers and educators have identified the need for young learners and their educators to become scale-literate. Informed by developmental psychology literature and recent findings in nanoscale science and engineering education, we propose an integrated knowledge framework for characterizing and scaffolding size and scale cognition called the FS2C framework. Five ad hoc assessment tasks were designed informed by the FS2C framework with the goal of identifying participants' understandings of size and scale. Findings identified participants' difficulties to discern different sizes of microscale and nanoscale objects and a low level of sophistication on identifying scale worlds among participants. Results also identified that as bigger the difference between the sizes of the objects is, the more difficult was for participants to identify how many times an object is bigger or smaller than another one. Similarly, participants showed difficulties to estimate approximate sizes of sub-macroscopic objects as well as a difficulty for participants to estimate the size of very large objects. Participants' accurate location of objects on a logarithmic scale was also challenging. 相似文献
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This paper aims to provide an integrated bibliometric analysis of the knowledge base of nanoscience and nanotechnology in the Chinese research community. For comparative purposes, the results are benchmarked against the findings from four other major nations: France, Germany, Japan, and the USA. It is found that China is productive in nanoscience as far as publication activity is concerned. The analyses of collaboration and institutional patterns enable us to identify the active collaborative networks and productive research institutions among the five countries. Finally, analysis of the citation share and certain surrogate indicators shows that the Chinese scientific community needs to work on improving its research impact. 相似文献
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ABSTRACTThis case study focuses on teachers’ professional development in NanoScience and nanoTechnology (NST). In the context of a Community of Learners (CoL), in-service teachers in collaboration with science education researchers, nanoscience researchers and experts from science museums, developed a teaching module. This module integrates NST topics along with aspects of science communication, i.e. development of science exhibits and socio-scientific issues, e.g. ethics regarding the research in this field. The data were gathered over 1-year period by using video recordings and interviews. The Interconnected Model of Professional Growth was used to study the processes that support teachers’ professional change in this context, as they are elicited from their interactions in the CoL. Our findings indicate that the dynamic of teachers’ interactions with colleagues and the mediating processes that impact on their professional learning, are crafted on the basis of the emerged challenges in each phase of module’s design and development. These findings give an insight on teachers’ professional learning as they transfer their professional knowledge regarding scientific topics which are innovative to them, i.e. NST, into their teaching practice. In this respect, this study contributes to research literature relevant to teachers’ professionalisation in order to implement innovations in the classroom. 相似文献
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M. Gail Jones Ron Blonder Grant E. Gardner Virginie Albe Michael Falvo Joel Chevrier 《International Journal of Science Education》2013,35(9):1490-1512
Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field. 相似文献
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Yu-Ling Lan 《International Journal of Science Education》2013,35(8):1189-1210
To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme. 相似文献
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结合建设国家纳米科学中心纳米文献资源的实例,探讨了以满足科研用户信息需求为导向的学科文献资源的建设原则,在学科领域文献资源文献计量学分析的基础上,设计学科文献资源保障方案,提出e-science环境下构建学科资源和学科化服务无缝链接的学科文献资源的建设方法。 相似文献
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