Views of Science teachers about online STEM practices during the COVID-19 period
Views of Science teachers about online STEM practices
Abstract
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.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
