scholarly journals Navigating the "COVID hangover" in physiology courses

2021 ◽  
Author(s):  
Jennifer E Schaefer
Keyword(s):  
Science Education ◽  
After Effects ◽  
Undergraduate Science Education ◽  
Stem Students ◽  
Undergraduate Science ◽  
Academic Year

Undergraduate educators and students must navigate lingering after-effects of the COVID pandemic on education in the 2021-2022 academic year even as COVID continues to impact delivery of undergraduate science education. This article describes ongoing difficulties for undergraduate STEM students and educators and suggests strategies and easy-to-use resources that may help educators navigate the "COVID hangover" and ongoing COVID-related disruptions.

scholarly journals THE EFFECTIVENESS OF LEARNING VIDEO USAGE TO SUPPORT ONLINE LEARNING IN BASIC CHEMISTRY COURSE DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Meida Wulan Sari ◽  
Nurma Yunita Indriyanti ◽  
Bayu Antrakusuma ◽  
Budi Utami
Keyword(s):  
Science Education ◽  
Online Learning ◽  
Video Data ◽  
Study Program ◽  
Undergraduate Science Education ◽  
Education Study ◽  
Quantitative Descriptive ◽  
Data Collection Technique ◽  
Undergraduate Science ◽  
Academic Year

This study aims to determine the effectiveness of learning video usage to support online learning in basic chemistry course during the COVID-19 pandemic. The subjects in this study were 60 students from the 1st semester of the FKIP UNS Undergraduate Science Education Study Program who took basic chemistry course. This research was conducted in the odd semester of the 2020 or 2021 academic year. This research was conducted online and utilized the SPADA platform for viewing learning video. The data collection technique used a questionnaire. The use of questionnaires aims to obtain an overview of the effectiveness of learning video. Data analysis used quantitative descriptive with a score for each question, from 1 to 5. The results showed that the use of learning video during the COVID-19 pandemic could support online learning, namely obtaining an effectiveness percentage of 84% with a very good category. Therefore, learning video are effective in helping students understand the concepts that are being studied and motivating students to study online.

scholarly journals University learning: Improve undergraduate science education

Nature ◽  
2015 ◽  
Vol 523 (7560) ◽  
pp. 282-284 ◽  
Author(s):  
Stephen E. Bradforth ◽  
Emily R. Miller ◽  
William R. Dichtel ◽  
Adam K. Leibovich ◽  
Andrew L. Feig ◽  
...  
Keyword(s):  
Science Education ◽  
Undergraduate Science Education ◽  
Undergraduate Science

scholarly journals Use of the Macintosh Oscilloscope in Undergraduate Science Education

1991 ◽  
Vol 5 (2) ◽  
pp. 220 ◽  
Author(s):  
Elisha Huggins ◽  
Samuel Vélez ◽  
Keith Dunleavy ◽  
Anuj Gupta
Keyword(s):  
Science Education ◽  
Undergraduate Science Education ◽  
Undergraduate Science

scholarly journals “At the end of my course, students should be able to …”: The benefits of creating and using effective learning goals

2010 ◽  
Vol 31 (1) ◽  
pp. 35 ◽  
Author(s):  
Katherine Perkins ◽  
Michelle Smith
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Learning Goals ◽  
Effective Learning ◽  
University Of Colorado ◽  
Undergraduate Science Education ◽  
Undergraduate Science ◽  
The University ◽  
Science Departments ◽  
Education Initiative

At the University of Colorado at Boulder (CU), several science departments ? including Molecular, Cellular, and Developmental Biology (MCDB) ? are working to improve undergraduate science education as part of the Science Education Initiative (SEI). The SEI is a 5-year project designed to support faculty-led, departmental-wide improvements in students? learning of and engagement in science. In each of the five funded departments, faculty are taking a scholarly approach to transforming their courses and introducing proven teaching practices. An important first step in course transformation has been to define explicit learning goals (also known as ?learning outcomes? or ?objectives?) for each course. In this paper, we focus on the process and benefit of writing learning goals, with specific examples from CU?s MCDB department.

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