Teaching K-8 Science through Distance Learning: Specific Challenges and Successes during the COVID-19 Pandemic. Policy Brief

Autor/inn/en	Macias, Meghan; Tyler, Burr; Iveland, Ashley; Rego, Melissa
Institution	WestEd
Titel	Teaching K-8 Science through Distance Learning: Specific Challenges and Successes during the COVID-19 Pandemic. Policy Brief
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Instruction; Barriers; Teaching Methods; Kindergarten; Elementary School Teachers; Middle School Teachers; Science Teachers; Distance Education; Educational Change; School Closing; Pandemics; COVID-19; Educational Quality; School Districts; Equal Education; Access to Education; Teacher Attitudes; Teaching Conditions; Alignment (Education); Teacher Surveys; Learner Engagement; Student Motivation; Online Courses; Internet; Access to Computers; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Instructional Materials + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Science; Science teacher; Wissenschaft; Distance study; Distance learning; Fernunterricht; Bildungsreform; School closings; Schule; Schließung; Schließung (von Schulen); Quality of education; Bildungsqualität; School district; Schulbezirk; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Schulische Motivation; Online course; Online-Kurs; Technisches Wissen; Pädagogische Kompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The COVID-19 pandemic exacerbated existing inequitable access to quality science education as teachers taught dramatically less science after school closures, particularly science that strongly fulfills the Next Generation Science Standards (NGSS). In particular, teachers struggled to implement key features of the NGSS related to investigations and experiments. This brief describes challenges teachers experienced teaching K-8 science through distance learning and explains how teaching conditions during the pandemic affected the specific types of instruction that are consistent with the intent of the NGSS. The brief also presents a variety of successes by teachers and districts, and it concludes with recommendations and reasons for districts to support science, even during a pandemic. A companion brief, "Teaching K-8 Science Through Distance Learning: Overall Impacts of the COVID-19 Pandemic," details the study's research methodology and outlines findings that relate to the impact of pandemic closures on key aspects of high-quality science instruction. [For the companion brief, see ED620756.] (As Provided).
Anmerkungen	WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01