Epidemiology in Middle School Science Curricula: A COVID-19 Pre-Post Intervention

Autor/inn/en	Alghamdi, Amani Khalaf H.; Al Ghamdi, Kholoud S.; Kim, Sun Young
Titel	Epidemiology in Middle School Science Curricula: A COVID-19 Pre-Post Intervention
Quelle	In: Journal of Science Education and Technology, 31 (2022) 5, S.583-593 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alghamdi, Amani Khalaf H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-09975-y
Schlagwörter	Foreign Countries; Middle School Teachers; Knowledge Level; Medicine; Vocabulary; Epidemiology; Comprehension; Pandemics; COVID-19; Thinking Skills; Teacher Effectiveness; Teaching Skills; Pedagogical Content Knowledge; Diseases; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Medizin; Wortschatz; Epidemiologie; Verstehen; Verständnis; Denkfähigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Disease; Krankheit; Saudi-Arabien
Abstract	It is of great importance that science educators teach COVID-19 and related pandemics to boost students' scientific literacy. A mixed methods research design (pre-post test instrument [N = 86] and semi-structured interviews [N = 11]--August 2020 to June 2021) evaluated the ability of an intervention (12 h, three-session, 3-day, online workshop) to augment middle school inservice science teachers' (Eastern Saudi Arabian province) ability to teach about medical terminology and the epidemiology of diseases. Teachers' cognitive gains were measured through evaluating their knowledge, comprehension, and application of workshop content before and after the intervention. Descriptive statistics and inferential t tests revealed statistically significant cognitive differences overall (p < 0.01) (posttest mean = 26.26/30, SD 2.83, t value 18.51) and along knowledge (posttest mean = 5.72/7), comprehension (mean = 7.50/8), and application (mean = 13.05/15). A high effect size coefficient n2 indicated a large effect on cognitive gains. Thematic analysis about participants' subsequent efforts teaching workshop content to students revealed positive and negative experiences. The former included improved student engagement with the curriculum, community connections via project-based learning, and opportunities to teach colleagues about COVID-19. The latter concerned insufficient time, an obligation to teach the current curriculum without adding COVID-19 content, and administrative resistance. Recommendations pertain to augmenting the workshop curriculum and likeminded research initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01