Instructional Planning Modifications to Meet Social Distancing Requirements: Secondary and Post-Secondary Options
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| Title: | Instructional Planning Modifications to Meet Social Distancing Requirements: Secondary and Post-Secondary Options |
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| Authors: | Kilty, Trina Johnson (ORCID |
| Source: | Education Sciences. 2021 11. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1821566 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Postsecondary Education Higher Education Junior High Schools Middle Schools |
| Descriptors: | Secondary Education, Postsecondary Education, COVID-19, Pandemics, School Closing, Secondary School Science, College Science, Online Courses, Educational Technology, Technology Uses in Education, STEM Education, Undergraduate Students, Middle School Students, Science Experiments, Science Laboratories, Demonstrations (Educational) |
| ISSN: | 2227-7102 |
| Abstract: | Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-solving, and learning concepts at a deeper, tactile level. Due to rapidly changing conditions, educators faced course redesign to accommodate social distancing and virtual learning requirements. In this study, a team of undergraduate college students including one secondary science preservice teacher planned a set of lessons for STEM outreach to a K-12 audience. The team faced challenges in planning meaningful learning experiences in the face of COVID-19 uncertainty. Options for secondary and post-secondary educators to consider are provided in this article. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1297237 |
| Database: | ERIC |
| Abstract: | Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-solving, and learning concepts at a deeper, tactile level. Due to rapidly changing conditions, educators faced course redesign to accommodate social distancing and virtual learning requirements. In this study, a team of undergraduate college students including one secondary science preservice teacher planned a set of lessons for STEM outreach to a K-12 audience. The team faced challenges in planning meaningful learning experiences in the face of COVID-19 uncertainty. Options for secondary and post-secondary educators to consider are provided in this article. |
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| ISSN: | 2227-7102 |
