Impact of the COVID-19 Crisis on Science Teaching and Facilitation of Practical Activities in Irish Schools

2020 ◽  
Author(s):  
ruth chadwick ◽  
Eilish McLoughlin
Keyword(s):  
Science Teaching ◽  
Secondary Teachers ◽  
Teaching And Learning ◽  
Science Learning ◽  
Negative Impact ◽  
School Closures ◽  
Student Access ◽  
The Impact

This research explored the impact of the COVID-19 crisis school closures on teaching and learning of science, with a focus on practical activities. In Ireland, practical activities and investigations are a curricular requirement. Findings from a survey carried out with primary and secondary teachers indicated the negative impact of the school closures on science learning and decreased facilitation of practical activities. Teachers reported a variety of barriers to student access and engagement, including lack of resources and technology in the home. This study highlights the risk that the COVID-19 school closures may increase pre-existing inequalities in science learning in Ireland.

scholarly journals Impact of the COVID-19 Crisis on Learning, Teaching and Facilitation of Practical Activities in Science upon reopening of Irish Schools

2021 ◽  
Author(s):  
Ruth Chadwick ◽  
Eilish McLoughlin
Keyword(s):  
Science Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Science Learning ◽  
Virus Transmission ◽  
School Closures ◽  
The Impact ◽  
Improve Student Learning

In September 2020, Irish schools reopened following their emergency closure due to the COVID-19 crisis. Measures were put in place to minimise the risk of transmission of the virus within schools and communities. However, these measures were likely to impact on teachers’ capacity to facilitate learning in science, particularly the practical and investigative aspects of the Irish curriculum. This research explores the impact of the measures in place to limit virus transmission on teaching and learning in science, particularly on practical activities. The period of focus is the three months (September to November 2020) following the school closures. The research aims to highlight the implications of the COVID-19 crisis on science learning in Irish schools and provide recommendations to lessen the impact on primary and second-level science education to improve student learning and engagement in science.

scholarly journals “It just isn’t a priority.” Will primary science learning loss be forgotten?

2021 ◽  
Author(s):  
Cherry Canovan ◽  
Naomi Fallon
Keyword(s):  
Science Teaching ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Learning ◽  
Primary Science ◽  
Learning Loss ◽  
School Closures ◽  
Major Barrier ◽  
Working Paper ◽  
A Priority

*THIS WORKING PAPER HAS NOT YET BEEN PEER REVIEWED. ALL COMMENTS WELCOME* This study is part two of an ongoing investigation into the impacts of the UK’s Covid-19 related school closures on primary science teaching and learning. In part one, conducted during the closures of spring 2020, we found that science teaching had suffered in ways that were likely to entrench inequality in who can access STEM education and careers.The research reported in this paper, conducted during the second round of closures in early 2021, found that little progress had been made in mitigating science learning loss at primary level, with less than 10% of parents aware of any efforts in this regard. Meanwhile a concerning number of teachers were worried that reversing science learning loss was not a priority for schools, and/or reported that no efforts had been made to tackle this.Parents felt that in general, home learning in the second closure period was much more effective than in 2020. However science provision, although somewhat improved, was still perceived by many to be disappointing in quantity and/or quality. Teachers were still finding science a challenge to teach, although one major barrier from the first closures, a lack of access to IT, had largely been addressed.The results show that a lack of ‘catch-up’ activity risks science learning loss being forgotten, while the second round of closures has likely exacerbated the relative learning loss in science over other ‘core’ subjects. Both these effects have negative implications for attempts to interest young people in STEM education and careers.

scholarly journals AN ANALYZING THE IMPACT PANDEMIC OF COVID-19 TO THE EDUCATION IN INDONESIA: STUDENTS, TEACHERS AND PARENTS

2021 ◽  
Vol 2 (2) ◽  
pp. 253-258
Author(s):  
Risca Dwiaryanti ◽  
Fadali Rahman
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Negative Impact ◽  
The World ◽  
Negative Impacts ◽  
Teachers And Parents ◽  
The Impact ◽  
At Home

Pandemic covid-19 has surprised people all over the world. It happen suddenly and give many impacts to all aspects of human’s life including education in Indonesia. Since, the minister of education and culture stated that all he activity of teaching and learning should be done at home by online learning, then it gives some positive and negative impact. The negative impacts are; not all teachers, studemts, or parents have a facility to access internet, nor use IT well, for example theachers who are old or students of pre school still need their parents’ help. Then, not all parent can earn money to buy internet quota.  Moreover, the positives impacts are; the students become familiar to use IT and it is safe for them to avoid covid-19 outbreak by studying at home.

scholarly journals The Impact of Economic Recession on Teaching and Learning Sciences in Higher Institutions in Bauchi State North Eastern Part of Nigeria

2020 ◽  
pp. 18-26
Author(s):  
D. Dahuwa ◽  
M. S. Abdu ◽  
I. Bello ◽  
B. Alkali ◽  
A. M. Bello ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Educational Development ◽  
Negative Impact ◽  
National Development ◽  
Economic Recession ◽  
Learning Sciences ◽  
Management Staff ◽  
Higher Institutions ◽  
The Impact

What many nations like Nigeria need now is a functional and qualitative science education                  that will assist in national development. Science education has been identified to be one of the major bedrocks for the transformation of our national economy, hence must be                        adequately attended. This work was carried out to determine the impact of economic recession on teaching and learning sciences in higher institutions. A survey research design was adopted for the study. While a sampling random was used, using cluster as a sampling technique to select a sample of two hundred and twelve (212) respondents from  Aminu Saleh College of Education, Azare , Bauchi state,Nigeria. The instrument used for the study was questionnaire, the data collected was sorted out and analyzed using frequency distribution table and simple percentage. The problems associated with educational development through teachers, students and management staff were investigated and result pointed out that, all these contributed                 greatly to the aforementioned negative impact economic recession has on educational development. The government, teachers, students and management staff are therefore faced with challenges of maximizing whatever allocated to them to reduce the effect of current recession on education.

scholarly journals The effects of school closures on SARS-CoV-2 among parents and teachers

2021 ◽  
Vol 118 (9) ◽  
pp. e2020834118 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena B. Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools ◽  
Lower Secondary Schools

To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

The Impact of Negative Reinforcement on Fifth Grade Student’s Science Learning Process

2019 ◽  
Vol 2 (2) ◽  
pp. 157
Author(s):  
Sandy Yulianti ◽  
M. Jaya Adi Putra ◽  
Zariul Antosa
Keyword(s):  
Science Learning ◽  
Negative Reinforcement ◽  
Negative Impact ◽  
Positive Impact ◽  
Video Recording ◽  
Study Data ◽  
Fifth Grade ◽  
Science Student ◽  
Research School ◽  
The Impact

This study attempts to know the impact positive and the negative impact of negative reinforcement on science learning students grade fifth in primary school. These transactions are carried out in primary research school 177 Pekanbaru. The kind of research is qualitative study. Data collection method use video recording, observation, the questionnaire and interview. 10 meeting study was conducted 5 times in VA and 5 times in VB. Negative reinforcement can make impact the use of positive and negative impact. The positive impact of negative reinforcement is increased the motivation to study science student on learning. Increase the motivation to study science student on learning science seen from the survey. And the negative impact of negative reinforcement is desire to give to puniser whenever student made a mistake, student ton fear or vexation dislike for the teacher and make discomfort students.

scholarly journals Development of Natural Science Learning Media in Primary School Using Flash Applications to Increase Student’s Achievement

2018 ◽  
Vol 205 ◽  
pp. 00003
Author(s):  
Hindayati Mustafidah ◽  
Muhammad Gilang Audi Imani ◽  
Sriyanto ◽  
Suwarsito
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Science Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Concept Design ◽  
Student Activity ◽  
Average Value ◽  
Development Life Cycle ◽  
Multimedia Development

The negative impact of the development of information technology in the form of smartphones triggers students lazy to learn. But the positive impact can increase student activity and learning achievement because students can play while learning. This was experienced by students of Qaryah Thayyibah Elementary School in Purwokerto, Indonesia. In the process of teaching and learning at the elementary school is still using books so that students’ interest in learning is lacking, especially science subjects. But on the other hand, students really like playing with their smartphones. This is the reason for doing research on the development of Android-based learning media using the Flash application. The method used in conducting this research is the Multimedia Development Life Cycle (MDLC). The development of this multimedia method is carried out based on six stages, namely concept, design, collecting material, assembly, testing, and distribution. Based on the results of testing on students, using flash applications in science subjects can provide solutions to optimize student learning processes. This is evidenced by the increase in student scores by 7.275%, namely before using the application has an average value of 7.56 ± 0.726 and after using the learning media application increased to 8.11 ± 0.821.

scholarly journals THE IMPACT OF WHATSAPP TOWARD UAD UNDERGRADUATE STUDENTS’ BEHAVIOR IN LEARNING PROCESS

2020 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Umar Rahaded ◽  
Erna Puspitasari ◽  
Dian Hidayati
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Learning Process ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Descriptive Analysis ◽  
Analysis Technique ◽  
The Impact

WhatsApp is one of the social media that is used to communicate in the learning process. At present, students cannot be separated from their daily activities away from this social media. This opportunity can be utilized as well as possible by the students. This research was conducted to find out of using WhatsApp toward undergraduate students’ behavior in the teaching and learning process. This study was descriptive qualitative research. The data were analyzed using descriptive analysis technique. The data were collected using interviews, observation, and documentation. The aim of this study to analyze the impact of WhatsApp toward undergraduate students’ behavior and to analyze students’ behavior in their learning process. The result of this research showed that are a positive impact on student behavior as it affects the learning process as, students’ sharing knowledge, student preparation for class, attention, student participation in class, student learning, desires to take additional classes or in subject matter and the negative impact such as, students are more focused.

scholarly journals Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

2021 ◽  
Author(s):  
Basma MOUNJID ◽  
Elhassane EL HILALI ◽  
Fatima AMRANI ◽  
Mohammed MOUBTASSIME
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
School Closure ◽  
School Closures ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
The Impact

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

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