Teacher Experience of a Pandemic Science Intervention Rooted in Epistemic Insight

Autor/inn/en	Chappell, Keith; Mahmud, Arif; Hopkins, Paul
Titel	Teacher Experience of a Pandemic Science Intervention Rooted in Epistemic Insight
Quelle	In: School Science Review, 103 (2022) 385, S.42-48 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Teaching Experience; COVID-19; Pandemics; Science Education; Intervention; Science and Society; Science Activities; Teacher Attitudes; Foreign Countries; Secondary School Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Lehrerverhalten; Ausland; Großbritannien
Abstract	The COVID-19 pandemic greatly reduced students' capacities to engage in hands-on 'enquiry' science. But even before the pandemic, teachers and researchers were questioning the value and purpose of practical science. This article describes a project that imagined and then tested two answers. It imagined that the answer is to give every child their own unique experience of working scientifically. And it imagined that the answer is to help students to understand the role of science in helping humanity to ask and explore 'big questions' that bridge science, religion and the wider humanities -- and so stretch across more than one subject discipline in school. The data analysed focuses on teachers' accounts of their experiences co-creating and delivering the project. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01