Stormy WATERS: COVID-19 Transition to Online Learning for an Environmental Education Middle School Curriculum
Science Educator
; 28(2):97-106, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1824190
ABSTRACT
This exploratory study examines how a team of three seventh grade teachers from a rural/suburban middle school in the Mid-Atlantic region of the United States adapted the WATERS curriculum for asynchronous online delivery. The study shows that many hurdles can be mitigated with intentional planning, dedicated resources, and professional development. Students who engaged with the WATERS curriculum made statistically significant gains in their watershed content knowledge. This study highlights both the barriers to transitioning instruction online and the resources that support this transition. The study also illuminates factors that decision-makers must consider as they craft policies related to continuing education remotely during times of crisis and school closures.
ERIC, Current Index to Journals in Education (CIJE); Secondary Education; Junior High Schools; Middle Schools; Elementary Education; Grade 7; Water; Delivery Systems; Educational Change; Pandemics; Environmental Education; Sanitation; Secondary School Curriculum; Web Based Instruction; Electronic Learning; Online Courses; COVID-19; Asynchronous Communication; Distance Education; Middle School Teachers; Management Systems; Science Curriculum
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Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Science Educator
Year:
2022
Document Type:
Article
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