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The Next Generation Science Standards represent a s ignificant challenge for K-12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One im portant difference between the National Science Education Standards (NRC, 1996) an d the Next Generation Science Standards (Achieve, 2013) is the more extensive inc lusion of nanoscale science and technology. Teacher PD is a key vehicle for impleme nting this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project N anoscience and Nanotechnology Outreach (NANO), a secondary level professional dev elopment program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classroom s. This designed-based descriptive case study examined the thinking of secondary teach ers in the 2012 Project NANO cohort as they negotiated the inclusion of novel sc ience concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop d eveloped a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Suthe rland, and Krajcik (2011). This research examined teacher participants’ metastrateg ic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project