Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID-19 School Disruption

Autor/inn/en	Turner, Kristy L.; Hughes, Michael; Presland, Katayune
Titel	Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID-19 School Disruption
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.3346-3352 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turner, Kristy L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Science Instruction; Undergraduate Study; College Science; Chemistry; COVID-19; Pandemics; School Closing; High School Students; Foreign Countries; College Readiness; Scientific Concepts; Knowledge Level; United Kingdom; Ireland + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Chemie; School closings; Schule; Schließung; Schließung (von Schulen); High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Wissensbasis; Großbritannien; Irland
Abstract	In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID-19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16-18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID-19 disruption. (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