Balancing the disruptions to the teaching and learning equilibrium-responsive pedagogic approaches to teaching online during the covid-19 pandemic in general chemistry classes at an arabian gulf university
ORCID Identifiers
Document Type
Article
Source of Publication
Journal of Chemical Education
Publication Date
9-8-2020
Abstract
Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc. This reflection looks at pedagogic strategies employed in General Chemistry classes for English Language learners (ELLs) in a rapid response to the COVID-19 pandemic. The approaches included the use of small group systems thinking (ST) activities and a variety of formative assessments geared toward maintaining and enhancing students' language competencies, engagement, and motivation while studying in an online environment. The activities also allowed for prompt instructor feedback. Although the development of these activities proved to be time-consuming, they provided students with an opportunity to reinforce their scientific knowledge construct due to increased participation, time spent on tasks, and communication among peers.
DOI Link
ISSN
Publisher
American Chemical Society
Volume
97
Issue
9
First Page
2895
Last Page
2898
Disciplines
Education
Keywords
Communication/Writing, Constructivism, General Public, Internet/Web-Based Learning, Student-Centered Learning
Scopus ID
Recommended Citation
Wilson, Kenesha, "Balancing the disruptions to the teaching and learning equilibrium-responsive pedagogic approaches to teaching online during the covid-19 pandemic in general chemistry classes at an arabian gulf university" (2020). All Works. 640.
https://zuscholars.zu.ac.ae/works/640
Indexed in Scopus
yes
Open Access
no