Reprint
Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era
Edited by
July 2023
236 pages
- ISBN978-3-0365-8118-7 (Hardback)
- ISBN978-3-0365-8119-4 (PDF)
This book is a reprint of the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era that was published in
Business & Economics
Environmental & Earth Sciences
Social Sciences, Arts & Humanities
Summary
This reprint focuses on the impact of the global COVID-19 pandemic on STEM education and measures (teaching tools and research practices) taken to combat the learning gaps in STEM education in the post-pandemic era. Contributions were collected from researchers engaged in STEM education research, including the methods, pedagogical approaches, and environments they utilize in the post-pandemic era.
Format
- Hardback
License
© 2022 by the authors; CC BY-NC-ND license
Keywords
educational innovation; COVID-19; higher education; professional education; remote learning; online teaching; chemistry laboratory; hands-on experiments; competencies; students’ perception; engineering education; online assessments; COVID-19; multi-course project-based learning (MPL); Sustainable Development Education (ESD); educational technologies; digital technologies; teaching experiences; learning experiences; pedagogy; higher education; digital technologies; online learning; distributed learning environments; media in education; domestic space; programming education; feedback to teachers; programming process; visualization; online problem-based learning (PBL); online just-in-time teaching (JiTT); impacts on learning and skills; implementation challenges; multidisciplinary education; interdisciplinary; convergence education; attitude toward convergence; creative problem solving; integrated curriculum; STEM; STEAM education; self-efficacy; emotions; academic engagement; hybrid learning; higher education; COVID-19 pandemic; STEAM; STEM; design-based research; cooperative teaching; China; gender differences; STEM; learning outcomes; compulsory education; pedagogical methods; STEM education; high school; teacher education; STEM pedagogies; barriers; post-pandemic; coronavirus; higher education; engineering students; remote classes; online classes; distance education; information technologies; students’ perceptions; educational innovation; n/a