Authentic Science Learning During COVID-19: The Adaptive Design of a SEM Outreach Activity

Abstract

Before March 2020, with the outbreak of the COVID-19 pandemic, remote instruction of science was only moderately developed compared with more traditional approaches for learning science. Since the outbreak, however, all formal education systems have been carried out in remote mode, and outreach activities that take place in a research or academic setting have usually been canceled, or there has been a search for innovative approaches to shift to digital space. Therefore, the development of learning and teaching strategies has currently focused on remote activities. In this study, a design-based approach was applied to transform an existing authentic science activity using a scanning electron microscope (SEM) from face-to-face to remote learning mode. The remote mode activity included the remote operation of the SEM by the participants. The goal was to formulate a general approach to transform authentic outreach activities from face-to-face to remote operation. To evaluate the design, we compared learners' perceived authenticity in the 2 modes and reflected on the process. Data were collected with a Likert-type questionnaire regarding participants' perceived authenticity. The results suggest that items of authenticity related to the experience of learning content have a positive potential for use in remote mode. The learners' experience of connecting with the scientists is an apparent disadvantage in remote mode. However, changes in communication technology or in the pedagogy of remote teaching is a promising direction for improving social experience.

What can be learned from lecturers’ knowledge and self-efficacy for online teaching during the Covid-19 pandemic to promote online teaching in higher education

“…Only three lecturers mentioned the need for comprehensive knowledge about TPACK before the semester began, four lecturers indicated that they needed it at the end of the semester. Such knowledge included, for example, dedicated teaching applications in mathematics and technology, allowing students to perform lab experiments remotely [ 52 ]. The need for additional TPK increased after the lecturers had taught during the online semester (from 16% to 23%), since the lecturers had invested much effort to develop their TPK during the semester, much more than they had expected (from 41% to 58%).…”

Uncovering the Emotional Aspect of Inquiry Practices in a Remote SEM Environment and the Development of a Designated Questionnaire

“…The learning environment of the SEM device was designed at the Weizmann Institute of Science, and it has been implemented since 2018 . It was initially set as a face-to-face (f2f) learning environment and was later adapted to a remote mode of a similar nature due to the constraints of the COVID-19 pandemic . The goals of the remote SEM activity, as presented to the students, were to Meet a scientist who applies the SEM in her/his research work Prepare a personal sample to be examined by the SEM Examine the sample with the SEM by remote control …”

“…Previous work with this device showed that a teachers' workshop with the SEM was successfully adapted from f2f to remote mode while preserving many authentic features of the SEM learning environment. 35 This included, for example, experiencing an actual research environment, operating a research device, and more. An additional study with teachers showed the SEM device as suitable for inquiry projects that engage learners' interest and are in the scope of secondary science education.…”

“…The SEM is an advanced instrument that scientists use to see and characterize objects or systems with nanoscale resolution (10 –9 m). − The ability to see the structure of natural or synthesized systems provides scientists with information that explains a system’s function. According to the authors’ previous study, using characterization equipment by learners can provide a realistic image of science research . The use of state-of-the-art instrumentation can also serve as authentic and efficient learning materials in remote activity, creating unique opportunities for schools in distant areas or those with a low budget to experience contemporary science research. , Remote access to advanced equipment, scientists, and contemporary science content can extend the range of possibilities for school laboratories with both formal and informal inquiry activities.…”

“…The interface that a remote user sees is precisely the same screen as a face-to-face (f2f) user sees. Previous work with this device showed that a teachers’ workshop with the SEM was successfully adapted from f2f to remote mode while preserving many authentic features of the SEM learning environment . This included, for example, experiencing an actual research environment, operating a research device, and more.…”