Emerging Online Science Teaching Practices: Insights from High School Physics Teaching Cases in South Korea during COVID-19 Pandemic

Autor/inn/en	Kang, Nam-Hwa; Seo, Juri
Titel	Emerging Online Science Teaching Practices: Insights from High School Physics Teaching Cases in South Korea during COVID-19 Pandemic
Quelle	In: Asia-Pacific Science Education, 7 (2021) 2, S.343-383 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	High School Teachers; Science Teachers; Science Instruction; Teaching Methods; Physics; Web Based Instruction; Foreign Countries; Electronic Learning; COVID-19; Pandemics; Online Courses; Faculty Development; South Korea + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Web Based Training; Ausland; Online course; Online-Kurs; Korea; Republik
Abstract	By analyzing cases in South Korea, this study examined high school physics teachers' online teaching practices during the first semester of school lockdown due to COVID19. A total of eight physics teachers participated in this study. Data sources included observations of online classes, interviews with the teachers, and lesson materials. Data analysis was informed by social practice theory and literature on online learning. As a result, teachers' practices were distinguished based on teaching emphases including content explanation, participatory learning, and independent first-hand experience. Through the application of various technological tools, teaching practices varied in terms of the degree of interactions and student self-directedness. Three essential practices of physics teaching, defined as those preserved from on-site teaching, were identified. Those features reflected the nature of schooling and the subject matter. The teachers were found to have professional development opportunities through online teaching experiences. Implications for professional development and further research topics are suggested. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01