What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects

Lee, Okhee; Campbell, Todd

doi:10.1080/1046560x.2020.1814980

Cited by 30 publications

(18 citation statements)

References 12 publications

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“…In the end, we see this current moment in time as both an emergency and as a chance to shape the future to create what some educational leaders like Drs. Okhee Lee (Lee & Campbell, 2020) and Gloria Ladson-Billings (Gallagher, 2020) have referred to as a "new normal". For science teacher educators, we believe opportunities to work collaboratively with state education agencies, schools, and teachers positions us to meaningfully ensure that our expertise, research, and commitment to centering social justice and equity are available for the benefit of teachers and students in order to support, and transform, teaching and learning during and beyond the pandemic.…”

Section: Discussionmentioning

confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

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In May 2020, we used the editorial Science Teacher Education in the Times of the COVID-19 Pandemic (Verma et al., 2020) as an occasion to document the unique time in history in which we found ourselves. In our editorial, we focused on "1) documenting snapshots of the global impact of the pandemic on life and schools, 2) examining a sampling of governmental leaders' responses to the pandemic, especially considering what we can learn about societies relation to, and reliance (or not) on, science; and 3) documenting the ways in which the COVID-19 had helped amplify our societal and educational inequities" (p. 483). At the time we wrote our editorial there had been more than 4 million global cases of COVID-19 and more than 250,000 global COVID-19 related deaths. On November 21, 2020, the date on which we wrote this editorial, and approximately six months after our first COVID-19 focused editorial, there were more than 55 million global COVID-19 cases and more than 1.3 million global deaths attributed to the pandemic. As can be seen, we continue to suffer tremendously at the hands of the pandemic. Now, while it may be tempting to provide another snapshot as we did in May to document the impact of the pandemic on life and schools, our governmental responses, and the ways in which COVID-19 continues to amplify societal and educational inequities, we have instead chosen to focus this editorial on how science teacher education has been challenged as a result of the ongoing grip of the pandemic, and as a result of those challenges, the opportunities that we are now presented with. More specifically, we document some of the changes to science teacher education that have occurred and point to how innovative approaches used to make these changes possible might also point to the future. Further, we propose and consider how the new lines of inquiry connected to the new insights made apparent during the COVID-19 pandemic might support the field of science teacher education in imagining a more equitable future that is grounded in cultivating science student's and citizen's critical consciousness and reliance on science and justice-informed decision making. Changes to science teacher education in the pandemicThe first wave of the pandemic, which rolled across the world from January, brought with it abrupt transitions to remote learning with varied success through a range of online platforms (Durden, 2020;Lederman, 2020). In response, science teacher educators across the globe were faced with making decisions about how to best support preservice teachers learning to teach in ways that are very different from the traditional in-person instruction and field-based CONTACT Todd Campbell

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Section: Discussionmentioning

confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Some disciplines, such as mathematics, are often taught devoid of context, or with minimal attention to the rich aspects of a context. Being a critical data investigator, and developing students' literacy for using data in their everyday lives, means bringing the rich, and often difficult, aspects of a real problem that impacts society (e.g., climate change) and daily lives of our students (e.g., environmental racism) into the classroom to develop critical consciousness and use of data to understand their world (e.g., Lee & Campbell, 2020;Lesser, 2007;Pangrazio & Selwyn, 2021).…”

Section: Expanding Framework For Investigating Datamentioning

confidence: 99%

Investigating Data Like a Data Scientist: Key Practices and Processes

Lee

Mojica

THRASHER

et al. 2022

SERJ

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With a call for schools to infuse data across the curriculum, many are creating curricula and examining students’ thinking in data-intensive problems. As the discipline of statistics education broadens to data science education, there is a need to examine how practices in data science can inform work in K-12. We synthesize literature about statistics investigation processes, data science as a field and practices of data scientists. Further, we provide results from an ethnographic and interview study of the work of data scientists. Together, these inform a new framework to support data investigation processes. We explicate the practices and dispositions needed and offer a glimpse of how the framework can be used to move the discipline of data science education forward.

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“…What were the advantages and disadvantages associated with using COVID-19 as an anchoring phenomenon? For students and their teacher, it was clear that the pandemic was an advantageous focus for citizen science as it demonstrated the impact of science on our daily lives, and highlighted everyone's shared responsibility in containing the spread of the virus by following evidence-based health guidelines (Lee & Campbell, 2020). At the same time, students' stress and anxiety due to the pandemic was palpable.…”

Section: Challenges and Opportunities Associated With Using Covid-19 As An Anchoring Phenomenonmentioning

confidence: 99%

Students Learning About Science by Investigating an Unfolding Pandemic

et al. 2021

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We explored the COVID-19 pandemic as a context for learning about the role of science in a global health crisis. In spring 2020, at the beginning of the first pandemic-related lockdown, we worked with a high school teacher to design and implement a unit on human brain and behavior science. The unit guided her 17 students in creating studies that explored personally relevant questions about the pandemic to contribute to a citizen science platform. Pre-/postsurveys, student artifacts, and student and teacher interviews showed increases in students’ fascination with science—a driver of engagement and career preference—and sense of agency as citizen scientists. Students approached science as a tool for addressing their pandemic-related concerns but were hampered by the challenges of remote schooling. These findings highlight both the opportunities of learning from a global crisis, and the need to consider how that crisis is still affecting learners.

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What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects

Cited by 30 publications

References 12 publications

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Investigating Data Like a Data Scientist: Key Practices and Processes

Students Learning About Science by Investigating an Unfolding Pandemic

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