Delivering High School Chemistry during COVID-19 Lockdown: Voices from Africa

Autor/inn/en	Okebukola, Peter A.; Suwadu, Bugoma; Oladejo, Adekunle; Nyandwi, Ramadhani; Ademola, Ibukun; Okorie, Henry; Awaah, Fred
Titel	Delivering High School Chemistry during COVID-19 Lockdown: Voices from Africa
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.3285-3289 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okebukola, Peter A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Chemistry; Science Instruction; Secondary School Science; Online Courses; Distance Education; Educational Technology; Electronic Learning; Teaching Methods; Barriers; Teacher Competencies; Internet; Energy; Technological Literacy; Access to Computers; Teacher Motivation; Teacher Attitudes; Teacher Salaries; Educational Quality; Science Laboratories; High School Students; High School Teachers; Africa; Burundi; Ghana; Morocco; Nigeria; Senegal + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Energie; Technisches Wissen; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Quality of education; Bildungsqualität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Afrika; Marokko
Abstract	This paper provides glimpses of transactions in chemistry classrooms in five African countries (Burundi, Ghana, Morocco, Nigeria, and Senegal) during the COVID-19 lockdown. Members of the secondary school community in the countries including teachers, students, and school managers were unprepared for the unprecedent demand in shift from a face-to-face to an online delivery system. From a tepid, faltering start in the early days of the lockdown in Morocco, Nigeria, and Senegal, and recognizing that the end of the lockdown may not be in sight, some minuscule progress is being made in exploring virtual delivery of the chemistry curriculum. Four major challenges to online delivery of chemistry education emerged. These are a teacher capacity deficit for delivering online education, poor internet service, an erratic power supply, and severe inadequacies in infrastructure for open and distance education. Taken together along with poor teacher motivation induced by low and irregular wages, these challenges are depressants to quality chemistry teaching during the COVID-19 period. We foresee that these challenges will persist. The harsh effect of COVID-19 on the economy of all African countries is a sign that funds will be unavailable to address these challenges in the near future. A glimmer of hope can be the reprioritization of funding resources by African governments to online delivery of education, noting that blended learning will be the new normal in the coming decades. (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