Online Digital Science Resources

Abstract

When COVID-19 initially hit California, it seemed like all would be back to normal in a few weeks. Shortly thereafter, however, we were informed that classes would move to be 100% online. In this Brief, we will share how, on a rapid timeline, we modified for online learning a curriculum and instruction course geared toward elementary science teachers.

Keywords:

• Middle School
• Elementary
• High School
• Informal Education
• Postsecondary
• Preservice Teachers

Conclusion

Anecdotal findings suggest that online resources can support pre-credentialed teachers in developing their skills in lesson scaffolding, pedagogical thinking about the learning process, and reducing science teaching anxiety. Teachers in our course also developed as online science teachers, capable of adapting resources to meet the needs of their future classrooms—thus preparing them to enter the teaching profession with curriculum in hand, better prepared for the variety of conditions and circumstances they will likely encounter.

Notes on contributors section

Sumer Seiki ([email protected]) is an associate professor affiliated with University of San Francisco in San Francisco, California.

Jolynn Asato ([email protected]) is a lecturer at San José State University in San José, California.

Additional information

Notes on contributors

Sumer Seiki

Sumer Seiki ([email protected]) is an associate professor affiliated with University of San Francisco in San Francisco, California.

Jolynn Asato

Jolynn Asato ([email protected]) is a lecturer at San José State University in San José, California.