Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-24T08:53:57.346Z Has data issue: false hasContentIssue false
  • English
  • Français

Metal Matters—Towards the Omnipresence of Metal in Education

Published online by Cambridge University Press:  12 January 2018

Tanja Tajmel  and
Ingo Salzmann
Tanja Tajmel*
Affiliation:
University of Education Upper Austria, Linz, Austria
Ingo Salzmann
Affiliation:
Dep. of Physics, Dep. of Chemistry and Biochemistry, Concordia University, Montreal, Canada Dep. of Physics, Humboldt Universität zu Berlin, Germany Institute for Solid State Physics, The University of Tokyo, Chiba, Japan
*
*(Email: [email protected])
Get access

Abstract

For many years, comprehensive data demonstrate a persistent lack of interest in the field of science, technology, engineering and mathematics (STEM) among students in European and North American countries. This lack of interest is regarded as one reason causing underrepresentation of diversity, especially that of female students within the field of STEM. Obviously, students—although possibly highly talented—refrain from choosing STEM careers only because their attention is not sufficiently attracted to STEM at the right time at the right place. In particular, this fact significantly affects the field of material research and, therefore, identifying opportunities for sparking students’ interest in materials is a crucial challenge in the framework of a modern STEM education. Here, we present the outline of the novel project “Metal Matters”, which aims at establishing an interdisciplinary approach to foster the field of materials in education. In essence, our research focusses on the omnipresence of metal as material. By exploring the K-16 continuum, we aim to identify windows of opportunities for raising awareness of the relevance of materials. Our approach is to stimulate interest in the relevance of materials by explicitly promoting metal as a topic across the curriculum. Our project is deliberately not restricted to STEM, but also covers history, society, economy, health, sports, literature, and language. Here, we present one part of the project contrasting the scientific relevance of metal with the students’ ideas about metal. For the present exploration and data collection, we employed a mixed-method design consisting of linguistic frequency analysis of scientific publications as well as the qualitative analysis of students’ written responses and drawings.

Keywords

educationmetalmetallic conductor
Type
Articles
Information
MRS Advances , Volume 3 , Issue 12: Broader Impact , 2018 , pp. 651 - 655
Check for updates
Copyright
Copyright © Materials Research Society 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES:

Mott, N. F., Metal-Insulator Transitions (Taylor & Francis, London, 1990), 2 edn.Google Scholar
Wigner, E. and Huntington, H. B., J. Chem. Phys. 3, 764 (1935).CrossRefGoogle Scholar
Dias, R. P. and Silvera, I. F., Science 355, 715 (2017).Google Scholar
Smoluchowski, R., Nature 215, 691 (1967).CrossRefGoogle Scholar
Heeger, A. J., Kivelson, S., Schrieffer, J. R., and Su, W. P., Rev. Mod. Phys. 60, 781 (1988).CrossRefGoogle Scholar
Jerome, D. and Schulz, H. J., Advances in Physics 31, 299 (1982).CrossRefGoogle Scholar
Rosenbaum, T. F., Milligan, R. F., Paalanen, M. A., Thomas, G. A., Bhatt, R. N., and Lin, W., Phys. Rev. B 27, 7509 (1983).CrossRefGoogle Scholar
Imada, M., Fujimori, A., and Tokura, Y., Rev. Mod. Phys. 70, 1039 (1998).Google Scholar
Naumov, I. I. and Hemley, R. J., Phys. Rev. Lett. 114, 156403 (2015).Google Scholar
Jaramillo, R., Ha, S. D., Silevitch, D. M., and Ramanathan, S., Nature Phys. 10, 304 (2014).Google Scholar
Nassar, N. T., Graedel, T. E., and Harper, E. M., Science Advances 1 (2015).CrossRefGoogle Scholar
Graedel, T. E., Harper, E. M., Nassar, N. T., and Reck, B. K., Proc. Natl. Acad. Sci. U. S. A. 112, 6295 (2015).Google Scholar
Brunner, P. H., Journal of Industrial Ecology 15, 339 (2011).Google Scholar
Izatt, R. M., Izatt, S. R., Bruening, R. L., Izatta, N. E., and Moyer, B. A., Chem. Soc. Rev. 43, 2451 (2014).CrossRefGoogle Scholar
“Physical Sciences“ include: Astronomy & Astrophysics, Chemistry, Crystallography, Electrochemistry, Geochemistry & Geophysics, Geology, Mathematics, Meteorology & Atmospheric Sciences, Mineralogy, Mining & Mineral Processing, Oceanography, Optics, Physical Geography, Physics, Polymer Science, Thermodynamics, and Water Resources.Google Scholar
“Technology“ includes: Acoustics, Automation & Control Systems, Computer Science, Construction & Building Technology, Energy & Fuels, Engineering, Imaging Science & Photographic Technology, Information Science & Library Science, Instruments & Instrumentation, Materials Science, Mechanics, Metallurgy & Metallurgical Engineering, Microscopy, Nuclear Science & Technology, Operations Research & Management Science, Remote Sensing, Robotics, Science & Technology Other Topics, Spectroscopy, Telecommunications, Transportation.Google Scholar
Larsen, P. O. and von Ins, M., Scientometrics 84, 575 (2010).Google Scholar
Baker, P., Using corpora in discourse analysis (Continuum, London/New York, 2006).Google Scholar
ISI web of knowledge, science citation index expanded (SCI), web of science (WOS). http://isiknowledge.com (Accessed December 13, 2017).Google Scholar
Finson, K. D., Beaver, J., and Cramond, B., School Science and Mathematics 95, 195 (1995).Google Scholar
Finson, K. D., School Science and Mathematics 102, 335 (2002).Google Scholar
Alerby, E., Environmental Education Research 6, 205 (2000).Google Scholar
Bowker, R., Environmental Education Research 13, 75 (2007).Google Scholar