The formative evaluation of the Stained Glass classroom program reveals that most students learned some nano-related vocabulary, but did not mention the objectives of the program when asked to describe the activity’s main message. However, when asked directly what they learned about color at the nanoscale, most students were able to provide an example of color changing when a material is cut into smaller pieces. Almost all of the students thought that the program was enjoyable and interesting, and used vocabulary that was “just right”.
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