文章基本信息

标题：Instructional Planning Modifications to Meet Social Distancing Requirements: Secondary and Post-Secondary Options
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作者：Trina Johnson Kilty ; Andrea C. Burrows ; Dane Christoffersen 等
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2021
卷号：11
期号：5
页码：217
DOI：10.3390/educsci11050217
出版社：MDPI Publishing
摘要：Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-solving, and learning concepts at a deeper, tactile level. Due to rapidly changing conditions, educators faced course redesign to accommodate social distancing and virtual learning requirements. In this study, a team of undergraduate college students including one secondary science preservice teacher planned a set of lessons for STEM outreach to a K–12 audience. The team faced challenges in planning meaningful learning experiences in the face of COVID-19 uncertainty. Options for secondary and post-secondary educators to consider are provided in this article.
关键词：COVID-19 instructional response; instructional planning; preservice teachers; STEM integration; in-service teachers; undergraduate research; flexible teaching COVID-19 instructional response ; instructional planning ; preservice teachers ; STEM integration ; in-service teachers ; undergraduate research ; flexible teaching