Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era

doi:10.3390/books978-3-0365-8119-4

Download Url(s)

https://mdpi.com/books/pdfview/book/7580

Contributor(s)

Al-Thani, Noora J. (editor)

Ahmad, Zubair (editor)

Language

English

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Abstract

This reprint focuses on the impact of the global COVID-19 pandemic on STEM education and measures (teaching tools and research practices) taken to combat the learning gaps in STEM education in the post-pandemic era. Contributions were collected from researchers engaged in STEM education research, including the methods, pedagogical approaches, and environments they utilize in the post-pandemic era.

URI

https://directory.doabooks.org/handle/20.500.12854/112465

Keywords

educational innovation; COVID-19; higher education; professional education; remote learning; online teaching; chemistry laboratory; hands-on experiments; competencies; students’ perception; engineering education; online assessments; multi-course project-based learning (MPL); Sustainable Development Education (ESD); educational technologies; digital technologies; teaching experiences; learning experiences; pedagogy; online learning; distributed learning environments; media in education; domestic space; programming education; feedback to teachers; programming process; visualization; online problem-based learning (PBL); online just-in-time teaching (JiTT); impacts on learning and skills; implementation challenges; multidisciplinary education; interdisciplinary; convergence education; attitude toward convergence; creative problem solving; integrated curriculum; STEM; STEAM education; self-efficacy; emotions; academic engagement; hybrid learning; COVID-19 pandemic; STEAM; design-based research; cooperative teaching; China; gender differences; learning outcomes; compulsory education; pedagogical methods; STEM education; high school; teacher education; STEM pedagogies; barriers; post-pandemic; coronavirus; engineering students; remote classes; online classes; distance education; information technologies; students’ perceptions; n/a