Creating Virtual Engagement for Preservice Teachers in a Science Methods Course in Response to the COVID-19 Pandemic

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Shelly C. Wu
Erin Pearce
Callie J. Price


Due to the COVID-19 pandemic resulting in school closures, shifting to online instruction poses unique challenges for educators. The purpose of the paper is to inform practitioners on how online instruction was facilitated in a science methods course for preservice teachers (PSTs) enrolled in a public university across three campuses. The major challenges were providing constructivist approaches to learning online and PSTs were unable to teach their 5E lesson in field placements. To overcome the first challenge, the instructors developed virtual engagement through iNaturalist and Proof of Attendance (POA) activities on Effective Questioning, Technology, Assessment, and Game-based Learning. To address the second challenge, PSTs integrated what they learned from the POA activities to develop their 5E lesson online which was shared with their field placement teachers and students. The implications of adapting to online instruction during the COVID-19 pandemic are discussed.


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