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Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention

Alghamdi, Amani Khalaf H. ; Al Ghamdi, Kholoud S. ; Kim, Sun Young

Journal of science education and technology, 2022-10, Vol.31 (5), p.583-593 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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Título:
Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention
Autor: Alghamdi, Amani Khalaf H. ; Al Ghamdi, Kholoud S. ; Kim, Sun Young
Assuntos: Active Learning ; Analysis ; Cognitive ability ; Comprehension ; Coronaviruses ; COVID-19 ; Curricula ; Diseases ; Education ; Educational Technology ; Epidemics ; Epidemiology ; Evaluation ; Foreign Countries ; Knowledge Level ; Learner Engagement ; Literacy ; Medicine ; Methods ; Middle School Teachers ; Middle schools ; Mixed methods research ; Pandemics ; Pedagogical Content Knowledge ; R&D ; Research & development ; Research design ; Science Education ; Science Teachers ; Sciences education ; Statistical analysis ; Students ; Teacher Effectiveness ; Teachers ; Teaching Skills ; Thinking Skills ; Vocabulary ; Workshops
É parte de: Journal of science education and technology, 2022-10, Vol.31 (5), p.583-593
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: It is of great importance that science educators teach COVID-19 and related pandemics to boost students’ scientific literacy. A mixed methods research design (pre-post test instrument [ N = 86] and semi-structured interviews [ N = 11]–August 2020 to June 2021) evaluated the ability of an intervention (12 h, three-session, 3-day, online workshop) to augment middle school inservice science teachers’ (Eastern Saudi Arabian province) ability to teach about medical terminology and the epidemiology of diseases. Teachers’ cognitive gains were measured through evaluating their knowledge, comprehension, and application of workshop content before and after the intervention. Descriptive statistics and inferential t tests revealed statistically significant cognitive differences overall ( p < .01) (posttest mean = 26.26/30, SD 2.83, t value 18.51) and along knowledge (posttest mean = 5.72/7), comprehension (mean = 7.50/8), and application (mean = 13.05/15). A high effect size coefficient n 2 indicated a large effect on cognitive gains. Thematic analysis about participants’ subsequent efforts teaching workshop content to students revealed positive and negative experiences. The former included improved student engagement with the curriculum, community connections via project-based learning, and opportunities to teach colleagues about COVID-19. The latter concerned insufficient time, an obligation to teach the current curriculum without adding COVID-19 content, and administrative resistance. Recommendations pertain to augmenting the workshop curriculum and likeminded research initiatives.
Editor: Dordrecht: Springer Netherlands
Idioma: Inglês

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Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention

Alghamdi, Amani Khalaf H. ; Al Ghamdi, Kholoud S. ; Kim, Sun Young

Dordrecht: Springer Netherlands

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