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Irish Educational Studies Volume 40, 2021 - Issue 2: COVID-19 and Education: Positioning the Pandemic; Facing the Future. Guest Editors: Tony Hall, Delma Byrne, Audrey Bryan, Karl Kitching, Déirdre Ní Chróinín, Catriona O'Toole and Joan Addley
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Articles

Impact of the COVID-19 crisis on learning, teaching and facilitation of practical activities in science upon reopening of Irish schools

Ruth ChadwickCASTeL, School of Physical Sciences, Dublin City University, Dublin, IrelandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8265-4838View further author information
ORCID Icon &
Eilish McLoughlinCASTeL, School of Physical Sciences, Dublin City University, Dublin, IrelandORCID Iconhttps://orcid.org/0000-0001-7991-7134View further author information
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Pages 197-205 | Received 22 Feb 2021, Accepted 07 Apr 2021, Published online: 15 May 2021

References

  • ASE (Association for Science Education). 2020. Good Practical Science – making it Happen Post-Covid 19. Report on an Extensive Survey of Science Educators, Investigating New Opportunities and Challenges for Secondary Schools and Colleges. England: ASE.
  • Bray, A., E. Ní Chorcora, J. Maguire Donohue, J. Banks, and A. Devitt. 2020. Post-primary Student Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons Learned from Irish Students from Schools in a Widening Participation Programme. Ireland: Trinity College Dublin.
  • Chadwick, R., and E. McLoughlin. 2020. Impact of the COVID-19 Crisis on Science Teaching and Facilitation of Practical Activities in Irish Schools. Online: EdArXiv. https://doi.org/10.35542/osf.io/vzufk.
  • DES. 2020b. Return to School Guidance for Practical Subjects in Post-Primary Schools and Centres for Education. Ireland: Government of Ireland. https://www.gov.ie/en/publication/7acad-reopening-our-post-primary-schools/.
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  • Government of Ireland. 1999. Science: Social, Environmental and Scientific Education. Ireland: Government of Ireland.
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  • Marcus-Quinn, A., T. Hourigan, and S. McCoy. 2019. “The Digital Learning Movement: How Should Irish Schools Respond?” The Economic and Social Review 50 (4): 767–783.
  • Murphy, C., P. Neil, and J. Beggs. 2007. “Primary Science Teacher Confidence Revisited: ten Years on.” Educational Research 49 (4): 415–430.
  • National Council for Curriculum and Assessment. 2015. Junior Cycle Science: Curriculum Specification. Ireland: NCCA.
  • OECD. 2021. Positive, High-Achieving Students?: What Schools and Teachers Can Do. France: TALIS, OECD Publishing. https://doi.org/10.1787/3b9551db-en.
  • Schreier, M. 2012. Qualitative Content Analysis in Practice. UK: Sage Publications.
  • WHO (World Health Organization). 2020. Considerations for School-Related Public Health Measures in the Context of COVID-19: Annex to Considerations in Adjusting Public Health and Social Measures in the Context of COVID-19. Switzerland: WHO.

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