Some Lessons from Elementary School Teachers' Experiences of 3-D Science in the Time of COVID

Autor/inn/en	Tobin, Roger G.; Lacy, Sara J.; Crissman, Sally
Titel	Some Lessons from Elementary School Teachers' Experiences of 3-D Science in the Time of COVID
Quelle	In: AERA Open, 7 (2021) 1, (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/23328584211065714
Schlagwörter	Science Instruction; Elementary School Teachers; Elementary School Science; COVID-19; Pandemics; School Closing; Teacher Attitudes; Teaching Methods; Online Courses; Educational Technology; Conventional Instruction; Knowledge Level; Science Process Skills; Barriers; Coping; Student Participation; Blended Learning; Grade 4; Grade 5; Massachusetts + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Unterrichtsmedien; Wissensbasis; Bewältigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Master-Studiengang
Abstract	In spring 2020, COVID-19 seismically shifted the education landscape as schooling moved online. We report a small-scale mixed-methods study of how that upheaval affected three-dimensional science learning in elementary school classrooms, and how the situation changed when school resumed, in modified form, in fall 2020. Teachers with experience in 3-D science instruction completed two surveys, in summer and winter 2020, and a subgroup of the summer respondents participated in semistructured interviews. After a near-total collapse of science instruction in the spring, the fall brought a partial return to normalcy, but the prevalence of practices such as hands-on investigations, small-group discussions, and all-class meaning-making was still only about half what it had been before the crisis. Based on the survey data and teachers' comments, we offer suggestions for a future in which aspects of online learning may be a permanent part of the educational environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01