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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign.

Meng-Yang M Wu¹, KatieMarie Magnone¹, Roy Tasker²

¹Department of Chemistry and Biochemistry, Miami University, Oxford, Ohio 45056, United States.

Journal of Chemical Education

|September 2, 2025

Summary

This summary is machine-generated.

The COVID-19 pandemic challenged high school chemistry teachers, especially those without colleagues. Redesigned professional development (PD) enhanced accessibility and interactivity to combat isolation and improve teacher learning.

Keywords:

High School/Introductory Chemistry Learning Theories Multimedia-Based Learning Professional Development Public Understanding/Outreach

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Area of Science:

Science Education
Chemistry Education
Teacher Professional Development

Background:

The COVID-19 pandemic disrupted traditional teaching and learning environments.
Sole chemistry teachers in high schools faced magnified challenges and isolation.
Access to collegial interactions and professional development (PD) was likely inhibited.

Purpose of the Study:

To reflect on redesigning a face-to-face PD program to a remote format.
To provide recommendations for enhancing PD accessibility and interactivity for high school chemistry teachers.
To mitigate challenges faced by teachers, particularly those in isolated positions.

Main Methods:

The study involved redesigning a PD program for 20 high school chemistry teachers.
A cognitive learning model informed emergent teaching practices during the PD transformation.
Reflections on PD strengths, areas for improvement, and participant feedback were gathered.

Main Results:

The redesigned remote PD program advanced accessibility and interactivity.
The cognitive learning model guided the transformation of PD implementation.
Participant feedback provided insights into the effectiveness of the redesigned PD.

Conclusions:

Theory-informed design principles should guide PD, followed by technology-based delivery.
Flexibility and adaptation during PD implementation are crucial for teacher engagement and learning.
The redesigned PD process offers a model for future high-quality, postpandemic teacher education experiences.