Maintaining Scientific Inquiry In Online Education

Nathan R. Dolenc, Patricia Beaulieu, Peter Sheppard

Abstract


Teachers were given the challenging task of transferring their formal science classroom lessons to an online format at the onset of the COVID-19 pandemic. How were teachers able to recreate student-centered science lessons online? What challenges did teachers face in teaching science online? This study examined how a group of teachers, working to create a summer online science camp, were able to maintain a science inquiry based learning environment in an online format. Teachers revealed positive attitudes toward producing a scientific inquiry based learning environment online, new opportunities for creativity in teaching science, and different perspectives on how teachers interact with students.


Keywords


science inquiry, inquiry based learning, online education

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References


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