Adapting for Remote Delivery during COVID-19: Insights from a Science Engagement Project

Autor/inn/en	Hartley, Jackie; Hobbs, Laura; Stevens, Carly
Titel	Adapting for Remote Delivery during COVID-19: Insights from a Science Engagement Project
Quelle	In: Natural Sciences Education, 52 (2023) 1, (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hobbs, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-8273
DOI	10.1002/nse2.20108
Schlagwörter	Elementary School Students; Elementary School Teachers; Teacher Aides; Pandemics; COVID-19; Science Instruction; Computer Games; Emergency Programs; Electronic Learning; Distance Education; Educational Change; Instructional Effectiveness; Outreach Programs; Program Effectiveness; Experience; Student Experience; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer game; Computerspiel; Computerspiele; Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Bildungsreform; Unterrichtserfolg; Jobcoaching; Erfahrung; Studienerfahrung
Abstract	Science Hunters is an established outreach program using the computer game Minecraft to engage children in science. Before the pandemic, Science Hunters regularly delivered sessions in schools but ceased delivering face-to-face sessions during the COVID-19 pandemic. Online remote delivery was trialed in eight schools, with 201 children of age 9-11 years and 21 school teachers and classroom assistants. This paper aims to evaluate the success of making the change from face-to-face to remote delivery. Children's feedback indicated they were as positive about online sessions of Science Hunters as about those previously delivered in-person. Teachers rated the session organization, delivery, and student benefit on a scale of 1 (lowest)-5 (highest); mean scores of 4.47-4.76 were returned and 100% would repeat the session. The study found that pre-session discussions with teachers covering expectations, training, and technical setup were key to running session successfully. Using activities to run alongside Minecraft sections made the session more immersive and videos at the start of the activity were particularly successful and were carried forward to face-to-face sessions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01