Equity in teaching science during times of crisis: a study with Portuguese science teachers.

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Mónica Baptista, Estela Costa, Iva Martins
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引用次数: 0

Abstract

This work aims to examine how science teachers ensured equity during the COVID-19 pandemic. The participants are six science teachers who were teaching in different middle schools within the Lisbon district. Their classes were heterogeneous, with students from different socio-economic backgrounds and ethnicities, and with diverse levels of motivation to learn science and in their academic performance in science. Data were collected through written reflections and interviews. In a crisis context such as COVID-19, which affected schools worldwide, the study contributes to deepening our knowledge about equity during crisis, presenting several measures taken by teachers to deal with the pandemic. Teachers gave instructions to their students to attend classes through public television, which was accessible to the entire population, and developed complementary materials on it. Also, they created moments of individualized support to face situations of inequity, using distance learning platforms or other means of communication. Teachers built and implemented activities that value hands-on and problem solving, enabling their students to achieve academic success. We believe this paper allows the science education community to reflect on possibilities to ensure equity in the context of unpredictable crises.

Abstract Image

危机时期科学教学的公平性:对葡萄牙科学教师的研究。
这项研究旨在探讨在 COVID-19 大流行期间,理科教师如何确保公平。参与者是六名在里斯本地区不同中学任教的科学教师。他们所教班级的学生来自不同的社会经济背景和种族,学习科学的积极性和科学学习成绩也各不相同。数据是通过书面反思和访谈收集的。在 COVID-19 这类影响全球学校的危机背景下,本研究有助于加深我们对危机期间公平问题的认识,介绍了教师为应对大流行病而采取的几项措施。教师们指示学生们通过公共电视上课,公共电视是全民都能收看的,教师们还编写了有关公共电视的补充材料。此外,他们还利用远程学习平台或其他通信手段,创造了个性化支持的时机,以应对不平等的情况。教师们建立并实施了重视动手和解决问题的活动,使他们的学生取得了学业上的成功。我们相信,这篇论文能让科学教育界反思在不可预测的危机背景下确保公平的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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