TEACHING SCIENCE THROUGH ONLINE EDUCATION DURING THE COVID-19 PANDEMIC: SCIENCE TEACHERS’ PRACTICES, SELF-EFFICACY BELIEFS, AND ATTITUDES TOWARD THE CHANGE
Notice bibliographique
Résumé
The COVID-19 pandemic has had a remarkable impact on school (K-12) education worldwide. Institutions and teacher educators had to quickly respond to an unexpected and obligatory transition from face-to-face to remote teaching. During this teaching transition science teachers faced various challenges, particularly to inquiry-based activities as well as laboratory experiments employing online tools. Better understanding of the COVID-19 teaching situation of science teachers can aid teachers and various stakeholders concerned with providing quality science teaching and learning. Hence, this study explored science teachers’ practices through the description of their experiences in the current context of COVID-19. Since teachers’ perception of self-efficacy and attitudes affect teachers’ pedagogical beliefs and teaching practices, this study also investigated teachers’ perceptions of self-efficacy concerning teaching online remotely and teachers’ attitudes toward the change of teaching transitions resulting from the COVID-19 pandemic. The instrument used to measure the three scales (teaching practices, self-efficacy, and attitudes toward the change) was a 39-item, web-based survey that was given to in-service Saskatchewan science teachers within seven Saskatchewan district school boards. The option for open-ended survey comments were kept ascertaining if teachers had any comments, or concerns in addition to the survey responses. Descriptive statistics, and inferential statistical tests were used to explore the differences of teaching practices, self-efficacy, and attitudes toward the change according to teachers’ demographic characteristics. The study results indicated that teachers had to spend additional time in planning lessons, designing inquiry-based activities, and preparing assignments for online teaching during COVID-19 emergency remote teaching. Teachers had a low perception of self-efficacy for maintaining engagement with families and strengthening trust-based communication through online tools. Also, science teachers perceived that they had a moderate level of self-efficacy to perform the tasks related to their teaching practices during COVID-19 pandemic. Moreover, teachers reported less favorable attitudes toward the change that occurred during COVID-19 teaching. The study results are intended to be useful to the school divisions for planning and implementing adequate professional development training to enhance teachers’ skills and knowledge for teaching science in online remote context.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».