New Playmaker in Science Education: Covid-19

Abstract

Nowadays, we all are sitting in our homes and watching what is going on in the world, as if we are watching a science fiction movie, in which we have the leading role. Novel Coronavirus (COVID-19), which first appeared in Wuhan (Abdulamir, & Hafidh, 2020; Ait Addi et al., 2020 Aljofan, & Gaipov, 2020; Sorooshian, 2020) and later turned into a pandemic affecting the entire world, does not discriminate between the degree of democracy, finances, religion, gender, ethnicity and region. World is a fireplace and we all are “burning”. In the countries where the pandemic is progressing rapidly, all health professionals, regardless of their area of expertise, have been called to the field. This reminds us of the need to revive the general perspective that we have begun to forget. That is to say, no matter how specific our area of expertise is, we are obliged to keep the general perspective of our field and basic doctrines constantly fresh.

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

“…Studies on technology suggest possible affordances of learning science virtually. Students might gain access to normally out-of-reach laboratory activities (Squire et al, 2008) or adopt new identities that are not available in the classroom (Jiang et al, 2018;Steinkuehler & Tsaasan, 2018). Furthermore, virtual contexts offer anonymity that can allow some students to take risks (Gee, 2017).…”

“…COVID-19 has created a global experiment in teaching and learning that is challenging for both teachers and students (Usak et al, 2020). With the onset of widespread virtual instruction opportunities to learn have been compromised due to the absence of inperson contact, reduced teaching hours, and limits to the introduction of new content (Schwartz, 2020). Given these conditions, teachers have worked overtime to learn new tools, create virtual learning opportunities, and support all their students in continuing their education in less-than-ideal circumstances.…”

“…Moreover, the pandemic has exacerbated economic and academic disparities across the United States (Donohue & Miller, 2020). Although no one is immune to COVID-19, it has disproportionately impacted communities already affected by poverty (Schwartz, 2020) and individuals of color (cite). Similarly, disparities in education in the United States have worsened during the pandemic, given the difficulties in connecting low-income students to resources such as technological devices, internet, individualized educational support, mental health services, and translations of communication from their schools (Dibner et al, 2020).…”

Mobile Learning in Higher Education: Unavoidable Alternative during COVID-19

“…Hence, there will be a drop especially in national examinations (Sintema & Education, 2020). This critical situation brings to light many concerns such as deterioration of the quality of education and the future of the students (Usak, Masalimova, Cherdymova, & Shaidullina, 2020).…”

Facebook as a substitute for kanohi ki te kanohi in the Master of Applied Indigenous Knowledge programme at Te Wānanga o Aotearoa in Māngere

“…Indeed, the programme is normally delivered through noho marae and tutorials. COVID-19, however, has been a significant challenge to education and learning (Crawford et al, 2020;Daniel, 2020;Händel et al, 2020;Naciri et al, 2020;Toquero, 2020;Usak et al, 2020) and face-to-face learning, in particular, became a threat to health (Murphy, 2020). As a result, learning moved online very quickly (Alawamleh, 2020;Daniel, 2020;Händel et al, 2020;Sandars et al, 2020) on an unproven and unmatched scale (Burgess & Sievertsen, 2020).…”