Remote Physics Teaching during the COVID-19 Pandemic: Losses and Potential Gains

Autor/inn/en	Bjurholt, Nikolai; Bøe, Maria Vetleseter
Titel	Remote Physics Teaching during the COVID-19 Pandemic: Losses and Potential Gains
Quelle	In: Physics Education, 58 (2023) 1, Artikel 015004Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bøe, Maria Vetleseter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
DOI	10.1088/1361-6552/ac96be
Schlagwörter	Physics; Science Instruction; Foreign Countries; Secondary School Teachers; Pandemics; COVID-19; Emergency Programs; School Closing; Electronic Learning; Distance Education; Verbal Communication; Cooperation; Learning Activities; Educational Innovation; Achievement Gains; Adjustment (to Environment); Teaching Experience; Teacher Attitudes; Norway + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Co-operation; Kooperation; Lernaktivität; Instructional innovation; Bildungsinnovation; Achievement gain; Leistungssteigerung; Lehrerverhalten; Norwegen
Abstract	The COVID-19 pandemic forced the world into unknown territories of closed schools and remote teaching, and gave teachers a range of new experiences with physics teaching. We studied these experiences by using survey responses from 85 upper secondary physics teachers in Norway. We found that home-school physics instruction was characterised by a considerably lower occurrence of oral activity, collaboration and practical work than instruction in a normal situation. This suggests that students had difficult conditions for learning physics concepts and training key scientific practices, and may consequently be at a disadvantage in higher education. However, many teachers described valuable experiences that they would bring with them into their regular teaching, including home experiments and oral assessments. Such innovations can potentially enrich physics education, given that teachers are supported with tailored learning and assessment resources, and arenas for sharing new approaches within the physics teaching community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01