Akademik Veri Yönetim Sistemi
European Science Education Research Association (ESERA) , Nevşehir, Türkiye, 28 Ağustos - 01 Eylül 2023, ss.1-3
Around the world COVID-19 caused havoc in many settings, not the least of which was in education. In this paper we explored United States K-12 teachers’ responses to Covid 19 emergency instruction, middle school science teachers in Turkey, and elementary and secondary methods instructor responses to emergency COVID-19 instruction. Similar to a natural disaster, the COVID-19 pandemic set off a series of adverse events. For example, a high-magnitude earthquake initially exposes one to destructive quakes and aftershocks but subsequent secondary stressors can also be debilitating as survivors grapple with losing their homes, insurance difficulties, and stalled rebuilding efforts. Unmet mental health needs after a disaster were major disturbances for university staff persisting to fulfill academic, teaching, clinical and administrative roles after one such earthquake (Bell, et al., 2016). COVID-19 caused major shifts in instruction and stressors on teachers at all levels. How could we pivot to online teaching? Would our students still learn? It was concerning for science educators who were accustomed to teaching using hands-on inquiry instruction. How could students manipulate materials in virtual settings?Data were collected at four sites—K-12 teachers in the U.S., middle schools in Turkey, and U.S. elementary and secondary methods courses. Data analysis showed that teachers at all levels struggled and were impacted, but in various ways.