Abstract
In this Communication paper we describe how a research-based approach was applied in Israel to support high-school chemistry teachers, who continued to teach using technology during the COVID-19 pandemic. Within the TPACK (technological pedagogical content knowledge) framework for teachers’ knowledge in technological environments, we developed a questionnaire for chemistry teachers, with the goal to reveal the difficulties they encountered, their needs, and their means for sharing their knowledge, materials, and teaching strategies for online teaching. On the basis of the analysis of the collected data, we provided a research-based response that focused on the teachers’ needs when using technology to teach chemistry. Teachers’ needs, in terms of their knowledge, skills, and means of support, which were identified in the research and the activities that were developed in order to address them, are presented. We emphasized the research-based process that was applied to address teachers’ needs during the pandemic.
| Original language | English |
|---|---|
| Pages (from-to) | 3278-3284 |
| Number of pages | 7 |
| Journal | Journal of Chemical Education |
| Volume | 97 |
| Issue number | 9 |
| Early online date | 11 Aug 2020 |
| DOIs | |
| Publication status | Published - 8 Sept 2020 |
Funding
We would like to express our deepest thanks to the team of the National Chemistry Teachers’ Center and the team of the chemistry teachers’ PLC in the Chemistry group of the Department of Science Teaching, who led the development of the materials and their dissemination. The Graphical Abstract was designed by Edna Rolnick.
All Science Journal Classification (ASJC) codes
- General Chemistry
- Education