Balancing the Disruptions to the Teaching and Learning Equilibrium-Responsive Pedagogic Approaches to Teaching Online during the COVID-19 Pandemic in General Chemistry Classes at an Arabian Gulf University

Autor/in	Wilson, Kenesha
Titel	Balancing the Disruptions to the Teaching and Learning Equilibrium-Responsive Pedagogic Approaches to Teaching Online during the COVID-19 Pandemic in General Chemistry Classes at an Arabian Gulf University
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2895-2898 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Kenesha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Science Instruction; Chemistry; English Language Learners; COVID-19; Pandemics; School Closing; Formative Evaluation; Learning Activities; Group Activities; Language Skills; Second Language Learning; Learner Engagement; Student Motivation; Online Courses; Electronic Learning; Student Centered Learning; College Students; College Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; School closings; Schule; Schließung; Schließung (von Schulen); Lernaktivität; Gruppenaktivität; Language skill; Sprachkompetenz; Zweitsprachenerwerb; Schulische Motivation; Online course; Online-Kurs; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Collegestudent
Abstract	This reflection looks at pedagogic strategies employed in General Chemistry classes for English Language learners (ELLs) in a rapid response to the COVID-19 pandemic. The approaches included the use of small group systems thinking (ST) activities and a variety of formative assessments geared toward maintaining and enhancing students' language competencies, engagement, and motivation while studying in an online environment. The activities also allowed for prompt instructor feedback. Although the development of these activities proved to be time-consuming, they provided students with an opportunity to reinforce their scientific knowledge construct due to increased participation, time spent on tasks, and communication among peers. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01