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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
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
FullText Text:
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  Data: Crisis Teaching Online: Reaching K-12 Students through Remote Engineering Lab-Based Activities during the COVID-19 Pandemic
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  Data: 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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