Broadening Educational Pathways to STEM Education through Online Teaching and Learning during COVID-19: Teachers' Perspectives

Autor/inn/en	Dhurumraj, Thasmai; Ramaila, Sam; Raban, Ferhana; Ashruf, Ahmed
Titel	Broadening Educational Pathways to STEM Education through Online Teaching and Learning during COVID-19: Teachers' Perspectives
Quelle	In: Journal of Baltic Science Education, 19 (2020) 6, S.1055-1067 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dhurumraj, Thasmai) ORCID (Ramaila, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	COVID-19; Pandemics; Foreign Countries; Socioeconomic Influences; STEM Education; Teaching Methods; School Closing; Online Courses; Educational Technology; Technology Uses in Education; Pedagogical Content Knowledge; Technological Literacy; Muslims; Private Schools; Religious Schools; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sozioökonomischer Faktor; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz; Technisches Wissen; Muslim; Muslimin; Private school; Privatschule; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01