BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES

Thasmai Dhurumraj; Sam Ramaila; Ferhana Raban; Ahmed Ashruf

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BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES

Title	BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES
Publication Type	Journal Article
Year of Publication	2020
Authors	Dhurumraj, T, Ramaila, S, Raban, F, Ashruf, A
Journal	Journal of Baltic Science Education
Volume	19
Issue	6A
Start Page	1055-1067
Pagination	Continuous
Date Published	December/2020
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	COVID-19, online teaching, pandemic, pedagogy, STEM, Teaching practices
Abstract	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.
URL	http://oaji.net/articles/2021/987-1613414365.pdf
DOI	10.33225/jbse/20.19.1055
Refereed Designation	Refereed
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