Redefining Terms for Remote Science Learning

This is the first in a series of three articles that address remote science teaching and learning. This article lays the groundwork with common terminology adjusted for remote learning and teaching strategies. Article 2 considers methods for effective remote hands-on science learning, and article 3 examines advantages of teaching science standards remotely.

Hands on, student centered, teacher directed, three dimensional—educators and administrators are faced with an array of terms that reflect concepts and standards for best practices in science education. But when students need to learn at home or at a distance within a classroom, even familiar terminology may be redefined as educators reevaluate strategies to achieve learning outcomes.

"How do you create a [remote] classroom that is similar to your philosophical methods? If you normally have interactive groups, how do you do that? How do you do an engagement exercise that’s critical thinking and collaborative?"

These are the types of workshop questions Kristen Dotti, a national education consultant and trainer who is working with teachers as they implement hands-on remote science education, is helping teachers answer. While terminology used to describe strategies often varies from state to state, it’s rooted in standards that share similarities—and teachers are seeking guidance to adapt these to remote learning. She explains: "You know what good teaching looks like. You know what good teaching feels like. [With remote learning,] we’re relearning how to teach."

The phrase remote learning itself has distinctions that can signify various strategic responses. Initially, it often brings to mind processes of teaching and learning where the teacher and student are in different physical settings or locations. But it also refers to situations where students and instructors must practice social distancing in a shared location.

Following are frequently used strategies redefined for remote teaching and learning.

The teacher is delivering planned instruction directly to students via video, PowerPoint presentations, online meetings, or podcasts. This instruction may be synchronous or asynchronous, depending on the delivery method. Face-to-face time between teachers and students is limited. Examples include lectures, assignment instructions, content review, assessment, and testing.

This is a teacher-led discussion or demonstration where the teacher guides students’ sensemaking or knowledge building. It is more interactive and can involve the whole class, a small group, or individual students. It also may occur when the teacher is available to communicate directly with students during a teacher-assigned activity. Time parameters need to be established to ensure both student and teacher availability. Examples include teacher-led demonstrations; student presentations, projects, or data sharing; and discussion sessions to review skill development, data gathering and sharing, and group data analysis.

Small-group cooperative learning in science classrooms is vital for sensemaking and developing scientific practices, but it’s also important for social-emotional development; evaluating and communicating information; and preparing, engaging, and presenting an argument from evidence. Instructors must encourage cooperative learning by assigning group work and scheduling time for interactions with these groups. Students in the small groups can collect and share laboratory data, share and improve their models, and begin to help each other understand core concepts.

This instruction is asynchronous and performed at the student’s pace. The teacher must still be available to communicate and consult with students at designated times. Best practice is to offer smaller learning segments (less than 15-minute blocks) followed by an immediate formative assessment that allows students to gauge their own progress and proficiency, providing artifacts of learning for the teacher. Examples are individual or group research projects, data analysis, constructed response assessments, and readings.

At the heart of the Next Generation Science Standards* (NGSS) and similar state science standards are hands-on investigations to help students make sense of phenomena, ensure students develop essential laboratory skills, and provide experience in scientific and engineering practices. Remote hands-on labs rely on student-centered instruction but can still incorporate cooperative learning to share data and discuss results. Remote learners may use hands-on material kits or virtual simulated labs, such as those in the Carolina Kits 3D® FLEX program, to achieve authentic data collection over multiple trials in a safe environment. Quality virtual labs should also allow students to learn through variable manipulation, data analysis and visualization, and trial and error.

Be prepared to teach grades 9–12 science investigations no matter what. The Carolina Kits 3D® FLEX program is a complete NGSS/three-dimensional lab solution that includes digital learning and safe, effective, hands-on lab kits that transition easily between in-class and socially distanced learning. Available for chemistry and biology, each full-year course provides equitable lessons with rigorous, relevant content for consistent results.

To learn more about the program, please complete this form.