| Property | Value |
|---|
|
?:abstract
|
-
Adapting to remote laboratory instruction as a consequence of the COVID-19 pandemic put chemistry instructors under a great deal of pressure This extraordinary context may have forced instructors to make instructional decisions that were inconsistent with their espoused beliefs about teaching and learning chemistry, resulting in a feeling of deep pedagogical dissatisfaction In this commentary, the author will describe the instructional decisions made relative to a large general chemistry laboratory course, and reflect on the degree of alignment between the instructor\'s beliefs and practices in two iterations of the course during the pandemic
|
|
is
?:annotates
of
|
|
|
?:creator
|
|
|
?:journal
|
-
Journal_of_Chemical_Education
|
|
?:license
|
|
|
?:publication_isRelatedTo_Disease
|
|
|
?:source
|
|
|
?:title
|
-
Pressure from the Pandemic: Pedagogical Dissatisfaction Reveals Faculty Beliefs
|
|
?:type
|
|
|
?:who_covidence_id
|
|
|
?:year
|
|
![[This page as RDF]](https://research.tib.eu/covid-19/static/rdf-icon.gif){kind=icon}