扩大领域:使用数字来使户外科学学习多样化.
Bethan C Stagg1,2, Justin Dillon2, Janine Maddison3
1Field Studies Council, Shrewsbury, Shropshire UK.
概括
在COVID-19疫情期间,教师积极接受环境科学教育的技术增强学习. 现场直播的虚拟现场工作提供了新的课堂方法,丰富了户外体验,尽管有锁定限制.
科学领域:
- 环境科学 教育 教育 环境科学
- 教育技术的教育技术
背景情况:
- 由于COVID-19的流行,科学教育需要创新的方法.
- 在英国封锁期间 (2020年4月至5月),传统的现场工作受到显著限制.
研究的目的:
- 通过直播的环境科学课程来评估教师的经验.
- 探索技术增强学习对虚拟现场工作的有效性.
主要方法:
- 实证研究涉及来自32个国家的约377,000名教师和学生.
- 通过在线调查和直接咨询员工收集数据.
- 基于技术教学内容知识框架的分析.
主要成果:
- 教师们报告了通过技术增强的学习方法获得极为积极的体验.
- 虚拟现场工作提供了新的视角和有效的课堂策略.
- 在封锁期间,该节目成功地吸引了各种各样的观众.
结论:
- 现场直播的环境科学课程提供了宝贵的虚拟现场工作经验.
- 技术增强的学习模式可以有效地补充传统的科学教育.
- 实地研究委员会为中学开发了可适应的资源.
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