Distant science practicals–COVID-19 experience from Czech lower secondary schools

ABSTRACT

This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils' and teachers' perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observations, and activities resulting in a product, in distance teaching than in face-to-face lessons, although they rated them as the most useful. Pupils found experimentation and observation to be the most interesting and useful, followed by activities that result in a product (e.g., herbarium). Pupils generally preferred the present form of practical activities.