Pregled bibliografske jedinice broj: 1151069
Physics teaching in Croatian elementary and high schools during the COVID-19 pandemic
Physics teaching in Croatian elementary and high schools during the COVID-19 pandemic // CEPS - Center for Educational policy Studies journal, 11 (2021), Special Issue; 335-360 doi:10.26529/cepsj.1135 (međunarodna recenzija, članak, znanstveni)
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Naslov
Physics teaching in Croatian elementary and high schools during the COVID-19 pandemic
Autori
Štibi, Ivana ; Pavlin, Jerneja ; Čepič, Mojca
Izvornik
CEPS - Center for Educational policy Studies journal (1855-9719) 11
(2021), Special Issue;
335-360
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
COVID-19 ; distance teaching ; experiments ; physics ; teachers’ views
Sažetak
In spring 2020, 916 elementary schools and 443 high schools were closed in Croatia due to the Covid-19 pandemic and remote teaching was in- troduced. This had an impact on physics teaching as an experimental subject. In addition to positive aspects concealed in new experiences and work perspectives, the sudden transition from conventional face-to- face teaching to a remote format had an undeniable negative impact on physics teaching in elementary and high schools. In order to mitigate the effects and provide a detailed insight into the problems that arose during this transition, we conducted a quantitative study among teach-ers of physics in elementary and high schools in Croatia, with the aim of identifying logistical and technical problems and challenges in phys-ics teaching during the Covid-19 pandemic. An online questionnaire with five parts (general data, teaching physics during the Covid-19 pan-demic, experiments, sociological component, exchange of experience) was completed by 178 Croatian teachers. The results irrefutably point to the flexibility and responsiveness of physics teachers, an increase in the teachers’ workload, a lack of the experimental work that forms an es- sential part of the subject of physics, and a lack of teacher knowledge (in ICT), skills and equipment for conducting distance teaching. However, it also emerged that online teaching, if carefully designed and individu-alised, can stimulate additional commitment and interest in the subject among students. The paper presents the research findings in detail, with the aim of helping physics teachers to plan further teaching more effec-tively as and if the pandemic progresses.
Izvorni jezik
Engleski
Znanstvena područja
Fizika
