Educators shared their candid takeaways on teaching science in the time of COVID at our Science Online 2020 conference. If you missed the live event, you can watch therecorded sessions on demand。
10个普通主题是对2020年教学科学的真实：
1.你被迫成为一个学习技术专家 - 并且有灰色的头发证明它
Before the pandemic, instructors who used virtual learning technologies had made the intentional choice to adopt them. Following the COVID outbreak, others had to make a sudden and unplanned adoption.
“In just a few weeks, we had to pivot. Everything we used to do face to face was brought into an online environment,” said Moustapha Diack, Professor of Science and Math Education at Southern University. “COVID disrupted the technology-adoption lifecycle.”
Instructors at Science Online 2020 described this as taking a “crash course” in remote learning and “a master’s in technology”.
“我们在世界各地抛入了技术的整个教育工作者，曾经抛入了技术的池中的深渊，”汗学院的创始人Sal Khan说，他的全体会议“A Discussion with Sal Khan”。
“It’s very uncomfortable in the short term, but in the long term it’s going to lower the activation energy for smart uses of technology and hopefully time-saving uses of technology for teachers and for parents and for students,” he said.
Now virtually all teachers have the experience and familiarity to make informed choices about instructional technology in the future.
“The pandemic pushed us to use online tools that were previously unused or underutilized,” said Jennifer Bobenko, Professor of Biochemistry at the University of Maryland Eastern Shore. “Online learning is here to stay.”
助理教授阿里Ahrabi解剖学& Physiology at Middlesex Community College, suggested that leaders of educational institutions should take a more proactive approach to funding online learning technologies. “When we are forced, we have to do it. But why not be prepared ahead of time? We need to evolve,” he said.
2.您希望经过验证的远程学习技巧，您可以立即使用
幸运的是，您有来自德雷塞尔大学的生物学教授Meshagae Hunte-Brown的这些提示。Hunte-Brown描述了如何在她的演示中纳入虚拟科学课程中的Labster“在新的学习环境中幸存和蓬勃发展”：
Start with your syllabus:“在教学大纲中设定期望并清楚地勾勒出来，”穆萨格·亨特·棕色说。“教学大纲中的学习目标应该将实验室连接到讲座主题。首先思考你希望学生学习的内容。是假设发展吗？它是实验设计吗？他们需要知道特定的协议吗？您希望他们知道如何管理数据吗？您希望他们能够预测数据的结果吗？这些是我们通过实验室教授的东西，这些实验室不一定与实验室设置相关联。“
Communication is key:“Set up a communication plan with ways to contact you and virtual office hours. Let them know when they will get a response to their messages,” said Hunte-Brown.
Use a Grading Rubric:“设计一个标题，使他们能够看到他们有能力让他们在课堂上渴望的成功。”
设定学习期望：“让他们知道他们需要映射他们的时间并创造一个物理空间来学习。”
Group students together:“Help students make connections. Provide them with Zoom breakout rooms and shuffle them. Let them work through labs together.”
使用实验室报告将实验室连接到讲座：“让你的学生写一些东西来将实验室活动与其余的课程和其余的学习联系起来，”Hunte-Brown说。“这个实验室的目的是什么？什么是背景信息？你需要知道什么，以便做得好并得到正确的答案？你收集了哪些数据？数据如何分析？什么是最终的结论？“
Keep exams open for 24 hours:Concerned about technical difficulties, Hunte-Brown offers a time window, rather than a specific hour, for students to take online tests. “I open my exam period for 24 hours, but once you start it you only have a limited amount of time to complete it. I make my exams on Thursday so I have a workday when I can help students if technical difficulties arise,” she said.
你的一些学生仍然缺乏宽带接入，这是一个问题
教育工作者担心没有进入的学生面临落后的风险。
“我们对数字鸿沟有很多挑战。加州州立大学系统学术技术服务高级总监Leslie Kennedy表示，访问宽带和计算机是一个问题。
“与互联网的连接和访问是学生的主要挑战之一，”拉雷多学院生物学副教授Juliana Kelley说。根据2020，约有20％的美国学生在家里没有电脑或宽带接入学习从PEW研究中心。在西班牙裔成人中，如德克萨斯州拉雷多学院的人，超过50％的人表示他们担心能够支付家庭宽带服务。
虽然Kelley这样的教育工作者与地方政府和非营利机构合作寻找解决方案，但Sal Khan认为提供了更大的义务。
“我们真的需要确保在家庭上网与适当的设备，就像清洁饮用水一样，就像加热一样，这是每个人都应该拥有的东西。如果一个房子没有那个不是一个合适的生活地。“
Sal Khan, Khan Academy
4. You’re wearing a “counselor hat” along with your face mask
“You need to communicate a lot because the students are at home and they are worried,” said Anne Nørremølle, Associate Professor in the Department of Cellular & Molecular Medicine at the University of Copenhagen. “They need you.”
“I’ve had many students email me feeling overwhelmed, being kind of anxious, ‘it’s all piling up on me, I’m trying to deal with work, I’m trying to do schoolwork at the same time, and the emotional level is definitely high,” said Selinda Martinez, Biology Instructor at Laredo College. “It’s almost like I need to put a counselor hat on now and kind of say ‘OK, take a breather, you know, don’t try to do everything at once, plan your time, plan your calendar.’”
为教师建议：“当你需要时停下来”
“所有关于学生的建议？老师应该也要接受它。如果您希望您的学生取得成功，如果您关心他们，它会遇到，“斯科西亚鲍登说。
“别忘了现在被要求做的事情是不可能的，”友谊大学学院玛格丽特·莫尔在她的小组讨论中说“How High School Teachers Can Get Back in the Groove During a Pandemic”。She added, “Have grace with yourself. Be kind. This is not an easy task for anyone. Take a deep breath. Stop when you need to.”
“我们必须带领善良和耐心，”穆斯塔·亨特·棕色。“这取决于我们建立学生，帮助他们拥抱增长心态。”
“有些学生可以觉得绝望，我们的存在可能对他们的州产生重大影响，”亨特·棕色说。“让他们知道你将灵活，耐心于于他们。如果视频没有播放，那么如果你的成绩没有准时，请求他们的理解。“
你的管理人员给你比以往任何时候都更自由
Teachers were largely responsible for discovering new educational technologies during COVID, and they enjoyed the trust and freedom their administrators extended.
“I think COVID is going to provide a pivotal point for higher education where faculty feel more free to try new technologies and new ways of reaching their students than perhaps they didn’t feel as though they could try before,” said Jennifer Bobenko in her panel discussion “我们如何将科学教育转换在科迪德世界“。
如果没有期望解决方案必须是完美或永久性的，教师在寻找新工具时从事大量的审判和错误。“有时他们会工作，有时他们不会，”Bobenko补充道。
Leaders: “Free your teachers up to be innovative”
“I have observed an innovativeness and a creativeness in teachers that I never saw before. And I don’t ever want that to change again,” said administrator Susan P. White, Director of STEM at Friendship Public Charter School.
“My suggestion to leaders is listen and watch, observe, pay attention, and free your teachers up to be innovative and creative,” said White.
Moore agreed. “Support your teachers even when what your teachers are asking for is crazy because they know your students and they know what’s best for your students,” she said.
即使是好工具也无法保证良好的学习结果
虽然可能存在ED技术工具的不断扩展的菜单可供选择，即使是好工具也无法保证良好的学习结果。Bobenko说：“只需添加教育技术并不一定会改善您的课程。”
“如果我不得不挑选一个惊人的老师和惊人的技术，我会每次都挑选一个惊人的老师，”Sal Khan说，他的全体会议“A Discussion with Sal Khan”。“It should never be technology for technology’s sake, it should always be ‘what is our goal?’ The best tools are amazing human beings, and then after that it could be chalk, it could be a piece of paper, or it could be a piece of software, an on-demand video, or whatever else.”
6.您正在寻找未来证明您的课程交付的方法
Pandemics are unpredictable, no one knows when this one will end or whether another one will arise.
“我们一直在线工具工作相当长的时间，这真是一件好事。在不知道它的情况下，我们实际上是为冠状病毒的情况做好准备。我将来会坚持下去，因为你永远不知道会发生什么，“在她的演讲中，安妮·诺克雷姆洛尔说“分享欧洲科学教育的访问”。“Doing Labster in groups will be the future for us because it keeps the students active” when they are home, she said.
Sophia Rahming, Associate Director for Center for the Advancement of Teaching at Florida State University, found that Labster provided continuity for her university when COVID hit. Within just a few weeks, Rahming was able to get 3,000 students up and running on Labster “and the students were able to carry on,” she said.
7.当这一切都结束时，您认为您将在杂交语程
在理想的世界中，教师宁愿将在线工具与面对面的学习结合起来。
“Sometimes we say ‘oh well this is just for online, once we go face to face we’re going to leave it all behind’, but you can’t,” said Selinda Martinez. “One of the things that I’ve been researching is that students tend to learn better when you incorporate both online simulations/virtual labs with a hands-on type of experience.”
“我们已经计划了大流行后的未来。我们强调一个混合教学模型，包括更多的实验室模拟，例如Labster提供的，加强指示，“在她的小组讨论中莱斯利肯尼迪说：华体会赞助ac米兰我们如何将科学教育转换在科迪德世界“。
“Nontraditional students, students who work full-time — and really all students — can benefit from the option to complete their education in an online or hybrid instructional format,” said Kennedy.
8.您正在寻找减少知识差距的方法
当学生达到高中和大学科学课程时，他们对科学基础知识的差异成为教练以及学生的挑战。
“Labster can be a large gain for non-traditional students who have gone to under-resourced schools and don’t have a significant science background. Labster can help to fill in the knowledge gaps,” said Jennifer Bobenko in her panel discussion “我们如何将科学教育转换在科迪德世界“。
黑白斯特is based on the principle of mastery learning and allows students to play and replay simulations at their own pace until they succeed.
低资源学校正在获得世界一流的实验室
“低资源的学校正在获得世界一流的实验室来到他们身上，”索菲亚·拉赫明说。他们可以访问世界级设备，以至于他们永远无法赋予他们目前的情况。低血糖学生，第一个雄黄，黑色，棕色，各种学生，因此暴露在可能为他们职业生涯。“
Felicia Vulcu副教授,生物化学&Biomedical Sciences at McMaster University, described using a flipped lab approach in her panel discussion“化学与生物学：学习的两种方法”。
在她的讲座中，Vulcu通过模拟来散步学生，指出了技术的重要组成部分。华体会赞助ac米兰“Labster拥有与故事相关的技术，讲故事是教生的最佳方式之一，”她说。
“我不知道其他人，但我每天都在工作。”
Felicia Vulcu，麦克马斯特大学
“我认为我们所有课程的主要目标是向学生展示我们为科学的爱，到达那里的爱，如何实际上是实际的，并且在一天结束时，希望他们得到他们的职业生涯爱，“普鲁苏说。
9. Your students need more hands-on lab time so you use Labster as a pre-lab
“走向前进，我正在看着它作为一个互动的实验室。它有效，它真的确实有助于学生吸收材料，就像你所知道的那样，他们越多，他们越多，越多，越好。这就是他们保留这些信息的方式，“佛罗里达州立大学新生化学实验室总监Stephanie Dillon表示。
Jennifer Bobenko认为使用Labster作为实验室的帮助学生应用他们的知识。“他们被陷入了现实生活状态，而不是没有上下文进入湿实验室，”Bobenko说。
“It’s much quicker and easier, and they can fit a lot more into shorter lab periods,” said Terri Quenzer, Statewide Director, California Community College System. “It’s more efficient because the students have done the simulations so they know what to expect when they get into the lab and do the hands-on part of it.”
“它减少了他们的压力，它会削减我的工作量”
在她的演讲中，“在课程中使用EDTECH的最佳实践”，狄龙表示，当他们准备完成实验室时，她发现使用Labster作为实验室练习为她的学生节省了大量的时间。“我们遇到了很难随着时间的推移而艰难的时间，在制作几个缓冲区为实验室做好准备的东西时，他们花了三个小时......这是荒谬的，”她说。“我们在制作解决方案和基于酸的缓冲区的情况下添加了Labster [仿真]，我们知道他们知道他们在一小时半的时间里离开那里！”
“Labster预先实验室的学习使生活变得更加容易，它也让他们更容易。它削减了他们的压力，它会削减我的工作量。这是在工作的，“斯蒂芬妮狄龙说。
10.您可以用Labster替换面对面的实验室（在某些情况下）
堪萨斯大学的生物学教授和他的同事最近开发了一个完整的在线生物学课程，使用Labster模拟代替面对面的实验室以及补充模拟的家庭作业。华体会赞助ac米兰其中一个地区的目标是开发一种包容性课程，无论物理能力或地点如何，任何学生都可以访问。
For students who are not science majors (such as health science majors), Mort advises using Labster in place of face-to-face labs in his panel discussion “虚拟科学课堂访问，包容性和股权。“
“I think it’s safe to say students who are science majors need hands-on experience. You have to touch a pipette, you have to load a gel, extract DNA. Does a non major student have to hold a pipette? I would argue no,” said Mort. “I would much sooner have them understand at a deeper level the competencies behind why science works.”
“生物学实际上很酷”
“The feedback from students has been uniformly very positive,” said Mort. “ We thought ‘this is actually a better experience across the board for everybody, so let’s just take the whole thing online’,” said Mort.
“So moving forward, we are not going to have in person non majors biology labs again,” he said. The hands-on, instructor-led, face-to-face labs will be offered for students who become more interested and choose to take advanced level courses or major in biology.
“I think we will eventually start seeing non majors say “biology is actually cool” and we’ll start pulling more students into STEM because of how engaging the simulations are.”
Mark Mort, University of Kansas
