Distant science practicals – COVID-19 experience from Czech lower secondary schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F23%3A10454803" target="_blank" >RIV/00216208:11310/23:10454803 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=LZ9UYGKCOE" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=LZ9UYGKCOE</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.29333/ejmste/12795" target="_blank" >10.29333/ejmste/12795</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Distant science practicals – COVID-19 experience from Czech lower secondary schools

Popis výsledku v původním jazyce

This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils&apos; and teachers&apos; perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.

Název v anglickém jazyce

Distant science practicals – COVID-19 experience from Czech lower secondary schools

Popis výsledku anglicky

This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils&apos; and teachers&apos; perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Eurasia Journal of Mathematics, Science and Technology Education

ISSN

1305-8215

e-ISSN

1305-8223

Svazek periodika

19

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

8

Strana od-do

em2212

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85150197443