Science is unique among the disciplines since it is inherently hands-on.
However, the hands-on nature of science instruction also makes it
uniquely challenging when teaching in virtual environments. How do we,
as science teachers, deliver high-quality experiences to secondary
students in an online environment that leads to age/grade-level
appropriate science content knowledge and literacy, but also
collaborative experiences in the inquiry process and the nature of
science?
The expansion of online environments for education poses logistical and
pedagogical challenges for early childhood and elementary science
teachers and early learners. Despite digital media becoming more
available and ubiquitous and increases in online spaces for teaching and
learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers
consistently report feeling underprepared or overwhelmed by online
learning environments (Molnar et al., 2021; Seaman et al., 2018). This
is coupled with persistent challenges related to elementary teachers'
lack of confidence and low science teaching self-efficacy (Brigido,
Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011).
Teaching and Learning Online: Science for Secondary Grade Levels
comprises three distinct sections: Frameworks, Teacher's Journeys, and
Lesson Plans. Each section explores the current trends and the unique
challenges facing secondary teachers and students when teaching and
learning science in online environments. All three sections include
alignment with Next Generation Science Standards, tips and advice from
the authors, online resources, and discussion questions to foster
individual reflection as well as small group/classwide discussion.
Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et
al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher
candidates, graduate students, teacher educators, classroom teachers,
parents, and administrators, this book addresses why and how teachers
use online environments to teach science content and work with
elementary students through a research-based foundation.
