PRE-SERVICE SCIENCE TEACHERS’ EXPERIENCES OF HOME-BASED PRACTICAL WORK UNDER EMERGENCY REMOTE TEACHING

TitlePRE-SERVICE SCIENCE TEACHERS’ EXPERIENCES OF HOME-BASED PRACTICAL WORK UNDER EMERGENCY REMOTE TEACHING
Publication TypeJournal Article
Year of Publication2021
AuthorsChirikure, T
JournalJournal of Baltic Science Education
Volume20
Issue6
Start Page894-905
PaginationContinuous
Date PublishedDecember/2021
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsemergency remote teaching, home-based practical work, laboratory-based practical work, pre-service science teachers, student-teacher interactions
Abstract

Practical work is ubiquitous in science education, but its enactment is challenging in remote teaching contexts. The situation was exacerbated due to a moratorium on contact classes induced by the COVID-19 pandemic that necessitated strict health protocols. Home-based practical work (HBPW) became a significant option as academic institutions shifted to emergency remote teaching. The question is whether HBPW provides equivalent learning experiences in comparison to laboratory-based practical work (LBPW). This research therefore explored pre-service science teachers’ experiences of HBPW implemented at a particular South African university. Eighty-four preservice science teachers, who engaged in HBPW in a chemistry module, were purposively selected as the participants. The data were generated through individual reflections at the end of the semester. An adaption of the equivalence theory was ideal in analysing and interpreting the results. Results show that HBPW was flexible, empowering, contextualised, and enhanced active learning. New forms of interaction emerged in the absence of physical student-teacher and student-student interactions. Concerns over its ability to develop practical skills are expressed. Recommendations are made with a view to optimising HBPW.

URLhttp://oaji.net/articles/2021/987-1639222068.pdf
DOI10.33225/jbse/21.20.894
Refereed DesignationRefereed
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