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Tytuł pozycji:

Views of Science Teachers about Online STEM Practices during the COVID-19 Period

Tytuł:
Views of Science Teachers about Online STEM Practices during the COVID-19 Period
Autorzy:
Ozdemir, Esra Benli
Temat:
Teacher Attitudes
Science Teachers
Electronic Learning
STEM Education
Distance Education
COVID-19
Pandemics
Grade 7
Foreign Countries
Web Based Instruction
Feedback (Response)
Error Correction
Teaching Methods
Język:
English
Źródło:
International Journal of Curriculum and Instruction. 2021 13(1):854-869.
Dostępność:
World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Recenzowane naukowo:
Y
Page Count:
16
Data publikacji:
2021
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
ISSN:
1562-0506
Abstractor:
As Provided
Data wpisu:
2021
Numer akcesji:
EJ1285828
Czasopismo naukowe
The study aimed at obtaining and analyzing the opinions of Science teachers who practiced online STEM activities in the Science course during the transition process to distance education due to the COVID-19 pandemic. The research was carried out with six (n = 6) Science teachers of the 7th grades in six different public schools in Ankara in the Spring term 2019-2020 school year based on criterion sampling method and on voluntary basis. Teachers' opinions about online STEM implementation were obtained via a semi-structured interview form comprising five open ended questions. The data obtained were analyzed using content analysis. The results showed that teachers had difficulty in conducting and coordinating online STEM activities through correcting feedback. Teachers were able to provide corrective feedback only at a minimum level. It was understood that they needed family support in most cases, and student participation was too low. Participant teachers also stated that during the online STEM activities, students and teachers could easily and quickly access resources via the internet, and online STEM implementation contributed to developing students' 21st century skills, such as problem solving, accessing and analyzing data, and critical thinking.

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