RESOURCES USED BY TEACHERS TO TEACH MATH, PHYSICS, CHEMISTRY AND BIOLOGY AT SECONDARY SCHOOL ONLINE

Viviana Carolina Llanos, Maria Rita Otero, Maria Paz Gazzola, Paola Otero, Estefania Laplace

Abstract


This research was meant to find which resources were used by teachers to teach Math, Physics, Chemistry and Biology online during the pandemic, trying to identify the main problems related to the adapting of the available resources, how they were -or not- adapted and the new ones. Besides, student’s feedback was considered, for example, if there were online classes, how tasks were sent and how they were checked and evaluated. The notion of the resource proposed by Adler (2012) was adopted by generating a survey to collect data. The survey has 21 items in total, 20 of them with closed answers, 2 of them with a Likert scale and an open question presented in an online format for all the teachers in every province in Argentina. The survey is a tool to analyse the appropriation and use of the resources by teachers of secondary school when teaching online.

 

Article visualizations:

Hit counter


Keywords


resources, online teaching, COVID-19 pandemic

Full Text:

PDF

References


Adler, J. (1998). Resources as a verb: recontextualising resources in and for school mathematics practice. Olivier, A. and Newstead, K. (eds.). Proceedings of the 22nd Conference of the International Group of the Psychology of Mathematics Education, Vol. 1, Stellenbosch, South Africa, University of Stellenbosch, pp. 1-18.

Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of Mathematics Teacher Education, 3: 205-224. https://doi.org/10.1023/A:1009903206236.

Adler, J. (2012). Knowlege resources in and for school mathematics teaching. From Gueudet, G., Pepin, B. & Trouche, L. (eds.). n/a ed. Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development. Mathematics Teacher Education. Netherlands: Springer, Vol. 7 n/a. p. 3-22.

Gazzola, M. P. y Otero, M. R. (2022). Instrumentalización de problemas escolares de los profesores de matemática en servicio. PNA, 16(4): 281-307.

Gueudet G. y Trouche, L. (2008). Du travail documentaire des enseignants : genèses, collectifs, communautés. Le cas des mathématiques. Education et Didactique, 2(3): 7-33.

Gueudet, G.; Lebaud, M-P.; Otero, M.R.; Parra, V. (2018). Mise en œuvre d’un PER et ressources pour les professeurs: une étude de cas en Première S. Recherches en didactiques des mathématiques, 38(3): 275-314.

López-Roldán, P.; Fachelli, S. (2015). La Encuesta. En P. López-Roldán y S. Fachelli, Metodología de la Investigación Social Cuantitativa. Bellaterra (Cerdanyola del Vallès): Dipòsit Digital de Documents, Universitat Autònoma de Barcelona. Capítulo II.3. 1ª edición. Pp. 1-33.

Rabardel, P. (1995). Les hommes et les technologies: approche cognitive des instruments contemporains. Paris, Francia: Armand Colin.




DOI: http://dx.doi.org/10.46827/ejes.v9i9.4471

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Viviana Carolina Llanos, Maria Rita Otero, Maria Paz Gazzola, Paola Otero, Estefania Laplace

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).