Challenges and opportunities for teachers in chemistry and laboratory education during corona pandemic: A case study of chemistry teachers four educational districts of shiraz

Document Type : Original research

Authors

Chemistry Teacher, Shiraz Iran

Abstract

The unexpected pandemic crisis exposed all teachers around the world to major challenges and forced them to design and adopt innovative teaching methods. Although the use of virtual methods and advanced technologies by teachers offers new possibilities, it also poses some unwanted challenges. In this research, chemistry teachers’ attitudes towards online teaching during the covid-19 pandemic will be examined while trying to answer the question that how chemistry teachers can turn challenges into opportunities to improve the quality of online education. The research method is a target group survey, and the data collection tool is a researcher-made questionnaire administered to the chemistry teachers’ virtual group in SHAD application in four districts of Shiraz. A total number of 55 teachers from four educational districts of Shiraz responded to the questionnaire. The results showed that chemistry teachers tried to use different technology platforms for learning. In addition, most of them faced difficulty in performing laboratory activities.

Keywords

References

Armitage, R., Nellums, L. B. (2020), Correspondence in the school closure, Lancet Glob. Heal., 8(5), 636-644.
Azamat, J. and Khodaei, A. (2020). Investigating Students' Common Misconceptions on Concepts Related to Chemical Bonds. Research in Chemistry Education, 1(4), 73-89.
Bergdahl, N., Nouri, J. (2020), Covid - 19 and Crisis-Prompted Distance Education in Sweden, Technol. Knowl. Learn, 1– 17.
Bernard, P., Broś, P., Migdał-Mikuli, A. (2017), Influence of blended learning on outcomes of students attending a general chemistry course: Summary of a five-year-long study, Chem. Educ. Res. Pract., 18(4) 682-690.
Bernier, A., Stenstrom, C. (2016), Moving from chance and “‘chemistry’” to skills: Improving online student learning outcomes in small group collaboration, Educ. Inf., 32(1), 55-69.
Casanova, R. S., Civelli, J. L.(2006), Distance learning: A viable alternative to the conventional lecture-lab format in general chemistry, J. Chem. Educ., 83(3), 501-507.
Hascher, T., Cocard, Y., Moser, P. (2004), Forget about theory practice is all? Student teachers’ learning in practicum, Teach. Teach. Theory Pract., 10(6), 623-637.
Herga, N. R., Cagran, B., Dinevski, D. (2016). Virtual laboratory in the role of dynamic visualisation for better understanding of chemistry in primary school Eurasia, J. Math. Sci. Technol. Educ. 12 (3), 593-608.
Hodges, G. W., Wang, L., Lee, J., Cohenm, A., Jang, Y. (2018), An exploratory study of blending the virtual world and the laboratory experience in secondary chemistry classrooms, Comput. Educ. 122, 179-193.
Jaggars, S. S. (2014), Choosing Between Online and Face-to-Face Courses Community College Student Voices, Am. J. Distance Educ., 28(1), 27-38.
Jiao, H. (2015), Enhancing students’ engagement in learning through a formative e-assessment tool that motivates students to take action on feedback, Australas. J. Eng. Educ., 20(1), 9-18.
Leopold, H., Smith. A. (2020), Implementing reflective group work activities in a large chemistry lab to support collaborative learning, Educ. Sci. 10, (1).
Milner-bolotin, M. (2015), Technology-Enhanced Teacher Education for 21st Century Challenges and Possibilities, in Emerging Technologies for STEAM Education, 137-156.
Rundle, A. G., Park. Y., Herbstman, J. B. (2020), COVID-19–Related School Closings and Risk of Weight Gain Among Children, Obesity, 1-3.
Sampson, D., Ifenthaler, D. (2018), Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, Gewerbestrasse: Springer International Publishing.
Shidiq, A. S., Yamtinah, S. (2019), Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills, J. Phys. Conf. Ser. 1157, 042014, 1–8.
Yamtinah, S., Saputro, S. (2019), Do students have enough scientific literacy? A computerized test let instrument for measuring students, Scientific literacy AIP Conf. Proc, 020143. 1-8.

Files

Share

How to cite

Statistics