Educational practices and expectations during the pandemic and towards the post-pandemic, opinions of Chemistry teachers from Costa Rica
Keywords:
chemistry, pedagogical knowledge, COVID-19, opinionsAbstract
The situation of the COVID19 pandemic has change completely the educational context, so teachers, and in this particular case those of Chemistry, have to adapt to the needs and challenges that have appeared due to social distance and / or remote education. This article shows the opinions of Chemistry teachers regarding these situations, under the premise of educational practices develop in pandemic times, and, what they envision for the post-pandemic future.
References
Baggio, S. (2020). Actividades lúdicas digitales para el aula de química. Educación en la Química en Línea, 26(1) , 23-36. https://bit.ly/3eDdPil
Farré, A. (2020). Enseñar química en tiempos anormales. Educación en la Química en Línea, 26(1) , 49-64. https://bit.ly/3hjr2i5
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of thinking from the PCK Summit.
En Berry, A., Friedrichsen, P., Loughran, J. (Eds), Reexamining Pedagogical Content Knowledge in Science Education (pp. 28-42). New York: Routledge.
Mishra, P. y Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record, 106(6), 1017-1054. Recuperado de: https://bit.ly/3eLISZc
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Marco Vinicio López Gamboa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
