Crisis Teaching Online: Reaching K-12 Students through Remote Engineering Lab-Based Activities during the COVID-19 Pandemic
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| Title: | Crisis Teaching Online: Reaching K-12 Students through Remote Engineering Lab-Based Activities during the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Larson, Jean S., Farnsworth, Kimberly |
| Source: | Advances in Engineering Education. Fall 2020 8(4). |
| Availability: | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) |
| Contract Number: | 1449501 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Web Based Instruction, STEM Education, Learning Activities, COVID-19, Pandemics, Distance Education, Elementary School Teachers, Secondary School Teachers, Hands on Science |
| ISSN: | 1941-1766 |
| Abstract: | As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little time to prepare and make the transition to a remote environment. STEM teachers have the added challenge of converting lab-based activities into a virtual format. To determine how K-12 teachers can best be supported to provide distance lab-based experiences, an instructional module on adapting engineering lessons for remote delivery was incorporated into a research experience for teachers. Results revealed that teachers are concerned about the continued disruption and eager to learn techniques and best practices for teaching STEM online. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1287399 |
| Database: | ERIC |
| Abstract: | As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little time to prepare and make the transition to a remote environment. STEM teachers have the added challenge of converting lab-based activities into a virtual format. To determine how K-12 teachers can best be supported to provide distance lab-based experiences, an instructional module on adapting engineering lessons for remote delivery was incorporated into a research experience for teachers. Results revealed that teachers are concerned about the continued disruption and eager to learn techniques and best practices for teaching STEM online. |
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| ISSN: | 1941-1766 |
