Maintaining Scientific Inquiry In Online Education

Authors

  • Nathan R. Dolenc University of Louisiana at Lafayette https://orcid.org/0000-0002-4473-4570
  • Patricia Beaulieu University of Louisiana at Lafayette
  • Peter Sheppard University of Louisiana at Lafayette

Keywords:

science inquiry, inquiry based learning, online education

Abstract

Teachers were given the challenging task of transferring their formal science classroom lessons to an online format at the onset of the COVID-19 pandemic. How were teachers able to recreate student-centered science lessons online? What challenges did teachers face in teaching science online? This study examined how a group of teachers, working to create a summer online science camp, were able to maintain a science inquiry based learning environment in an online format. Teachers revealed positive attitudes toward producing a scientific inquiry based learning environment online, new opportunities for creativity in teaching science, and different perspectives on how teachers interact with students.

Author Biographies

  • Nathan R. Dolenc, University of Louisiana at Lafayette

    Dr. Dolenc is an Assistant Professor of Science Education in the Department of Curriculum and Instruction at the University of Louisiana at Lafayette.

  • Patricia Beaulieu, University of Louisiana at Lafayette
    Dr. Beaulieu is an assistant professor of mathematics with research interests in number theory and mathematics teacher preparation.
  • Peter Sheppard, University of Louisiana at Lafayette
    Dr. Sheppard is a professor of mathematics education. He holds the SLEMCO/BORSF Professorship in Education. He also serves as Executive Director of the Center for Excellence in Education at UL Lafayette.

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Published

2020-12-17

Issue

Vol. 5 No. 3 (2020): Navigating Complexity and Seizing Opportunity Amid COVID-19: Lessons Learned and Implications for Practice

Section

COVID-19 Special Issue

License

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