REDESIGN OF SCIENCE EDUCATION IN THE COVID-19 EMERGENCY FROM UNIVERSITY STUDENTS’ PERSPECTIVE
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Published
May 26, 2021
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Abstract
COVID-19 started spreading in Latin America amidst the beginning of academic year (March, in the Global South). In response, the Faculty of Science within the Universidad de la República de Uruguay rapidly switched to Emergency Remote Education. As part of this strategy, specific support was provided to students with connectivity and equipment needs. However, teachers’ different levels of pedagogical and digital skills resulted in diverse efficacy in students’ emergency learning experiences. This work explores the Universidad de la República’s science education provision from the students’ perspective as expressed in accordance to their learning experience. The results show a positive direct association between the clarity of the tasks the students were set and positive feedback. Moreover, while the provision of educational resources was key to supporting emergency education assessment, technological aspects had little or no impact. Finally, the results also indicate greater critical digital literacy on the teachers’ part would improve science education.
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Beaunoyer, E., Dup, S., & Guitton, M. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Comput Human Behav, 111, 106424. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7213963/
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic. Asian Journal of Distance Education, 15(1), 1–126. doi: 10.5281/zenodo.3878572
Cabrera, C., & Collazo, M. (2017). ¿Por qué y para qué se hanformado biólogos en el Uruguay? Un panorama del currículo prescrito y la inserción laboral de los graduados. InterCambios, 4(2), 51–59. Retrieved from https://ojs.intercambios.cse.udelar.edu.uy/index.php/ic/article/view/130
Chang, C. L., & Fang, M. (2020). E-Learning and Online Instructions of Higher Education during the 2019 Novel Coronavirus Diseases (COVID-19) Epidemic. Journal of Physics: Conference Series, 1574(1), 012166. doi: 10.1088/1742-6596/1574/1/012166
Chaves, E., & Rodríguez, L. (2018). Análisis de confiabilidad y validez de un cuestionario sobre entornos personales de aprendizaje (PLE). Revista Ensayos Pedagógicos, 8(1), 71–106. Retrieved from https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/10645/13202
Cobo, C. (2009). El concepto de tecnologías de la información. Benchmarking sobre las definiciones de las TIC en la sociedad del conocimiento. ZER - Revista de Estudios de Comunicación, 14(27), 295–318. Retrieved from https://ojs.ehu.eus/index.php/Zer/article/view/2636/2182
Czerniewicz, L. (2016). Student practices in copyright culture: Accessing learning resources. Learning Media and Technology, 42(2), 1–14. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/17439884.2016.1160928
DGPlan (2020). Principales resultados de la Encuesta a estudiantes de la Udelar para la evaluación de la propuesta educativa en la modalidad virtual del primer semestre 2020.UdelaR. Retrieved from https://planeamiento.udelar.edu.uy/wp-content/uploads/sites/33/2020/08/Informe_encuesta-a-estudiantes.pdf
Diconca, B., Santos, S., & Egaña, A. (2011). Desvinculación estudiantil al inicio de una carrera universitaria. Montevideo, UY: UdelaR.
Fetters, M., Curry, L., & Creswell, J. (2013). Achieving integration in mixed methods designs - Principles and practices. Health Services Research, 48(6 Part 2), 2134–2156. doi: 10.1111/1475-6773.12117
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Myers, L. (2020). The COVID-19 Pandemic, Protests and a Pedagogy of Care. Policy & Practice. Policy & Practice, (June)13. Retrieved from https://www.researchgate.net/publication/342006437_The_Covid-19_Pandemic_Protests_and_a_Pedagogy_of_Care
O’Cathain, A., Murphy, E., & Nicholl, J. (2008). The quality of mixed methods studies in health services research. Journal of Health Services Research and Policy, 13(2), 92–98. doi: 10.1258/jhsrp.2007.007074
Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163-174.
ProEVA. (2020). Plan de Contingencia. Programa de Entornos Virtuales de Aprendizaje, Comisión Sectorial de Enseñanza. UdelaR. Retrieved from https://proeva.udelar.edu.uy/plan-de-contingencia-del-programa-de-entornos-virtuales-de-aprendizaje-de-la-udelar/
Rodés, V., Podetti, M., Custodio, C., Fager, J., Alonso, L., & Pérez, A. (2013). El desafío del acceso a la Educación Superior: Ecosistema de aprendizaje para la educación abierta. In ActasTICAL (8-9 julio 2013 Cartagena de Indios, Colombia) (pp. 179–195). Retrieved from http://tical_2013.redclara.net/es/index.html
Rodés, V., Díaz, P., Gemetto, J., & Fossatti, M. (2015). Acceso a materiales de estudio universitarios en Uruguay. In Anais Dos Workshops Do IV Congresso Brasileiro de Informática Na Educação, 1, 961-970. doi: 10.5753/cbie.wcbie.2015.961
Scolari, C. (2019). Beyond the myth of the “digital native”: Adolescents, collaborative cultures and transmedia skills. Nordic Journal of Digital Literacy, 14(3), 164–174. doi: 10.18261/ISSN.1891-943X-2019-03-04-06
Toledo, A. (2017). Open access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay. In C. Hodgkinson & P. Arinto (Eds.), Adoption and Impact of OER in the Global South (pp. 121–141). doi: 10.5281/zenodo.1005330
UdelaR. (2014). Ordenanza de Grado y Otros Programas de Formación Terciaria Uruguay. UdelaR. Retrieved from https://www.cse.udelar.edu.uy/wp-content/uploads/2013/12/documento_ordenanza_de_grado_corregida_paginas_simples.pdf
Waldrop, M. (2015). Why we are teaching science wrong, and how to make it right. Nature, 523(7560), 272–274. doi: 10.1038/523272a
Zimmerman, B., & Schunk, D. (Eds.). (2011). Handbook of Self-Regulation of Learning and Performance. New York, NY, US: Routledge. doi: 10.4324/9780203839010.ch3