Lessons from a Pandemic: Educating for Complexity, Change, Uncertainty, Vulnerability, and Resilience

Autor/inn/en	Talanquer, Vicente; Bucat, Robert; Tasker, Roy; Mahaffy, Peter G.
Titel	Lessons from a Pandemic: Educating for Complexity, Change, Uncertainty, Vulnerability, and Resilience
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2696-2700 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talanquer, Vicente) ORCID (Tasker, Roy) ORCID (Mahaffy, Peter G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c00627
Schlagwörter	COVID-19; Pandemics; Educational Change; Resilience (Psychology); College Science; Chemistry; Teaching Methods; Barriers; Skill Development; Knowledge Level; Attitudes; Competence; Curriculum Development; Educational Practices; Evaluation Methods; Science Education; Engineering Education; Undergraduate Study; Online Courses; Change Strategies + Suchen Sie Ihr Suchwort? Bildungsreform; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Attitude; Einstellung; Verhalten; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Naturwissenschaftliche Bildung; Ingenieurausbildung; Grundstudium; Online course; Online-Kurs; Lösungsstrategie
Abstract	The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from the pandemic provides an opportunity for deep reflection and intentional action about what we teach, and why, as well as how we facilitate student learning. Focusing on foundational postsecondary chemistry courses, we suggest that we cannot simply return to "normal" practice but need to design and implement new ways of teaching and learning based on fundamentally reimagined learning outcomes for our courses that equip students for life after the rupture they have experienced. We recommend that new learning objectives should be guided both by an analysis of existing global challenges and the types of understandings and practices needed to confront them, and by research-based frameworks that provide insights into important areas of knowledge, skill, and attitude development. We identify a core set of competencies along three major dimensions (crosscutting reasoning, core understandings, and fundamental practices) that we believe should guide the design, implementation, and evaluation of chemistry curricula, teaching practices, and assessments in foundational courses for science and engineering majors. The proposed framework adopts systems thinking as the underpinning form of reasoning that students should develop to analyze and comprehend complex global systems and phenomena. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01