Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Autor/inn/en	Babincáková, Mária; Bernard, Pawel
Titel	Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.3295-3300 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Babincáková, Mária) ORCID (Bernard, Pawel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	COVID-19; Pandemics; School Closing; Teaching Methods; Student Attitudes; High School Students; Online Courses; Electronic Learning; Distance Education; Independent Study; Computer Simulation; Science Teachers; Chemistry; High School Teachers; Foreign Countries; Science Experiments; Slovakia + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Selbststudium; Computergrafik; Computersimulation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Ausland; Slowakei
Abstract	The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students' expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers' efforts using online experimental practices are described, as well as reflections by their students about the experiences. (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