<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thasmai Dhurumraj</style></author><author><style face="normal" font="default" size="100%">Sam Ramaila</style></author><author><style face="normal" font="default" size="100%">Ferhana Raban</style></author><author><style face="normal" font="default" size="100%">Ahmed Ashruf</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414365.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1055-1067</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mónica   Baptista</style></author><author><style face="normal" font="default" size="100%">Estela Costa</style></author><author><style face="normal" font="default" size="100%">Iva Martins</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM EDUCATION DURING THE COVID-19: TEACHERS’ PERSPECTIVES ABOUT STRATEGIES, CHALLENGES AND EFFECTS ON STUDENTS’ LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic context</style></keyword><keyword><style  face="normal" font="default" size="100%">physics teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM activity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414275.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aims to examine: (a) how Physics teachers who participated in a STEM project, adopted and implemented a STEM activity in the context of a pandemic; (b) from the perspective of Physics teachers, what were the effects on students' learning of a STEM activity implemented in the context of the pandemic; (c) what challenges had Physics teachers faced in implementing the STEM activity during the pandemic. A qualitative and interpretive methodology was used. The participants are four Physics teachers who implemented a STEM activity on sound, during the pandemic. Data were collected through interviews and written reflections. The study has shown how, in a crisis context such as COVID-19, which affected schools all around the world, teachers were able to deal with it and kept developing a STEM activity, revealing the main challenges and effects on student learning, from the teachers’ points of view. Moreover, it was clear that carrying out with success a STEM activity, in such an adverse scenario, was strongly related with teachers who found new strategies and keep students motivated, by guiding them proficiently, and that requires to merge scientific and technological knowledge.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1043-1054</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Uladzimir Slabin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR’S SCREEN SHARING: STUDENTS’ OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">screen sharing</style></keyword><keyword><style  face="normal" font="default" size="100%">Second Life</style></keyword><keyword><style  face="normal" font="default" size="100%">Skype</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811358.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Knowing students' opinions about instructor's screen sharing via various media is important for developing online science courses including chemistry. This study examined university students’ opinions about the idea and the practice of instructor’s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students’ reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">759-773</style></section></record></records></xml>