View in EDS

Lessons from a Pandemic: Educating for Complexity, Change, Uncertainty, Vulnerability, and Resilience

Saved in:
Bibliographic Details
Title: Lessons from a Pandemic: Educating for Complexity, Change, Uncertainty, Vulnerability, and Resilience
Language: English
Authors: Talanquer, Vicente (ORCID 0000-0002-5737-3313), Bucat, Robert, Tasker, Roy (ORCID 0000-0001-9378-3865), Mahaffy, Peter G. (ORCID 0000-0002-0650-7414)
Source: Journal of Chemical Education. Sep 2020 97(9):2696-2700.
Availability: 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
Peer Reviewed: Y
Page Count: 5
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Educational Change, Resilience (Psychology), College Science, Chemistry, Teaching Methods, Barriers, Skill Development, Knowledge Level, Attitudes, Competence, Curriculum Development, Educational Practices, Evaluation Methods, Science Education, Engineering Education, Undergraduate Study, Online Courses, Change Strategies
DOI: 10.1021/acs.jchemed.0c00627
ISSN: 0021-9584
Abstract: The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from the pandemic provides an opportunity for deep reflection and intentional action about what we teach, and why, as well as how we facilitate student learning. Focusing on foundational postsecondary chemistry courses, we suggest that we cannot simply return to "normal" practice but need to design and implement new ways of teaching and learning based on fundamentally reimagined learning outcomes for our courses that equip students for life after the rupture they have experienced. We recommend that new learning objectives should be guided both by an analysis of existing global challenges and the types of understandings and practices needed to confront them, and by research-based frameworks that provide insights into important areas of knowledge, skill, and attitude development. We identify a core set of competencies along three major dimensions (crosscutting reasoning, core understandings, and fundamental practices) that we believe should guide the design, implementation, and evaluation of chemistry curricula, teaching practices, and assessments in foundational courses for science and engineering majors. The proposed framework adopts systems thinking as the underpinning form of reasoning that students should develop to analyze and comprehend complex global systems and phenomena.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1273389
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1273389
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Lessons from a Pandemic: Educating for Complexity, Change, Uncertainty, Vulnerability, and Resilience
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Talanquer%2C+Vicente%22">Talanquer, Vicente</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5737-3313">0000-0002-5737-3313</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bucat%2C+Robert%22">Bucat, Robert</searchLink><br /><searchLink fieldCode="AR" term="%22Tasker%2C+Roy%22">Tasker, Roy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9378-3865">0000-0001-9378-3865</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mahaffy%2C+Peter+G%2E%22">Mahaffy, Peter G.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0650-7414">0000-0002-0650-7414</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Sep 2020 97(9):2696-2700.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 5
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1021/acs.jchemed.0c00627
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0021-9584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from the pandemic provides an opportunity for deep reflection and intentional action about what we teach, and why, as well as how we facilitate student learning. Focusing on foundational postsecondary chemistry courses, we suggest that we cannot simply return to "normal" practice but need to design and implement new ways of teaching and learning based on fundamentally reimagined learning outcomes for our courses that equip students for life after the rupture they have experienced. We recommend that new learning objectives should be guided both by an analysis of existing global challenges and the types of understandings and practices needed to confront them, and by research-based frameworks that provide insights into important areas of knowledge, skill, and attitude development. We identify a core set of competencies along three major dimensions (crosscutting reasoning, core understandings, and fundamental practices) that we believe should guide the design, implementation, and evaluation of chemistry curricula, teaching practices, and assessments in foundational courses for science and engineering majors. The proposed framework adopts systems thinking as the underpinning form of reasoning that students should develop to analyze and comprehend complex global systems and phenomena.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1273389
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1273389
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1021/acs.jchemed.0c00627
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 2696
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: College Science
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Change Strategies
        Type: general
    Titles:
      – TitleFull: Lessons from a Pandemic: Educating for Complexity, Change, Uncertainty, Vulnerability, and Resilience
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Talanquer, Vicente
      – PersonEntity:
          Name:
            NameFull: Bucat, Robert
      – PersonEntity:
          Name:
            NameFull: Tasker, Roy
      – PersonEntity:
          Name:
            NameFull: Mahaffy, Peter G.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 0021-9584
          Numbering:
            – Type: volume
              Value: 97
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Journal of Chemical Education
              Type: main
ResultId 1