在COVID-19大流行期间的在线教学:探索加拿大的科学/STEM教师课程和评估实践
Isha DeCoito1, Mohammed Estaiteyeh1
1Faculty of Education, Western University, 1137 Western Road, London, ON N6G 1G7 Canada.
Disciplinary and interdisciplinary science education research
|July 31, 2023
概括
科学教师在COVID-19大流行期间面临在线教学的挑战,报告技术知识 (TPACK) 和自我效能方面的差距,影响课程和评估.
科学领域:
- 科学和STEM教育的科学和STEM教育.
- 教育技术的教育技术.
- 在线学习环境在线学习环境
背景情况:
- 由于COVID-19大流行,全球学校被迫关闭,并迅速转向紧急远程教学 (ERT).
- 这一转变影响了各学科的课程,教学和学生成绩,特别是在科学/STEM教育中.
- 了解科学教师在线教学经验对于调整教育实践至关重要.
研究的目的:
- 探索加拿大科学/STEM教师在COVID-19大流行期间在线教学和学习的经验.
- 分析ERT对课程规划,教学方法和评估实践的影响.
- 在在线环境中调查教师的自我效能和技术教学内容知识 (TPACK).
主要方法:
- 通过在线问卷从加拿大75名1-12年级科学/STEM教师收集的定性和定量数据 (2020年5月至7月).
- 基于TPACK框架和自我有效性理论进行的分析.
- 探索课程规划,评估有效性和观察到的学生成果.
主要成果:
- 教师们使用了各种平台,通常是为了用户友好或行政指令而选择的.
- 在教师的TPACK和自我有效性中发现的差距影响了课程开发,教学和评估.
- 常见的策略包括预先录制的视频和自我指导的学习,优先考虑内容而不是以学生为中心的方法.
- 评估方法被认为是不真实的和无效的,在解决各种学生需求和确保公平性方面存在挑战.
- 大多数教师对在线教学的负面看法是关于学生的参与度和结果.
结论:
- 紧急远程教学为科学/STEM教师带来了重大挑战,突出了在线教学和技术整合方面需要加强专业发展的需要.
- 教师的自我效能和TPACK是影响他们有效适应在线环境的能力的关键因素.
- 该研究强调了在线科学教育中保持真实评估和公平,包容性实践的困难,需要未来的研究和战略干预.
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