Online Chemistry Education Challenges for Rio de Janeiro Students during the COVID-19 Pandemic

Autor/inn/en	Soares, Ricardo; de Mello, Márcia Cristina Santiago; da Silva, Cleyton M.; Machado, Wilson; Arbilla, Graciela
Titel	Online Chemistry Education Challenges for Rio de Janeiro Students during the COVID-19 Pandemic
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.3396-3399 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soares, Ricardo) ORCID (Arbilla, Graciela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Foreign Countries; Science Instruction; Chemistry; COVID-19; Pandemics; School Closing; Educational Technology; Electronic Learning; Online Courses; Distance Education; Science Teachers; Barriers; Geographic Regions; Equal Education; Access to Computers; Teacher Competencies; Technological Literacy; Science Laboratories; Brazil + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Technisches Wissen; Brasilien
Abstract	Thirty-six days after the beginning of the 2020 school year in Brazil, the Rio de Janeiro state education system began an unprecedented disruptive period due to the COVID-19 crisis, which abruptly affected general educational activities, particularly chemistry teaching. An adaptation to a new paradigm of remote teaching and massive use of online educational technology alternatives was tentatively performed, generating lessons for improving implemented actions. Educational institutions prepared independent teaching strategies to provide remote chemistry classes for a total of nearly 397,700 students who were able to begin or continue chemistry classes. This "snapshot" of a daily-life reality faced by professionals engaged in chemistry education in Rio de Janeiro's schools identified the following factors that negatively affected the implemented actions: the applied television broadcaster essentially covered only the heavily urbanized region, leaving out rural and impoverished areas; a significant absence of adequate technological equipment (e.g., smartphones, tablets, notebooks) for students; pedagogical limitations of instructors, without sufficient training to use online technologies; and inherent limitations of video classes, which do not adequately substitute for practical learning in chemistry laboratories. Strategy improvements are imperative, considering that students face the challenge of increasingly being protagonists for the organization and management of the teaching--learning process. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01