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

Authors

  • Viviana Carolina Llanos NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina CONICET, Consejo Nacional de Investigaciones Científicas y Técnicas Argentina
  • Maria Rita Otero NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina CONICET, Consejo Nacional de Investigaciones Científicas y Técnicas Argentina
  • Maria Paz Gazzola NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina CONICET, Consejo Nacional de Investigaciones Científicas y Técnicas Argentina
  • Paola Otero NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina
  • Estefania Laplace Facultad de Ingeniería Olavarría, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina

DOI:

https://doi.org/10.46827/ejes.v9i9.4471

Keywords:

resources, online teaching, COVID-19 pandemic

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.

 

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Author Biographies

  • Viviana Carolina Llanos, NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina CONICET, Consejo Nacional de Investigaciones Científicas y Técnicas Argentina

    Viviana Carolina Llanos, PhD in Science Education. Associate Professor of the National University of the Center of the Province of Buenos Aires (UNICEN). Researcher of the National Scientific and Technical Research Council (CONICET). E-mail: vcllanos@niecyt.exa.unicen.edu.ar.

  • Maria Rita Otero, NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina CONICET, Consejo Nacional de Investigaciones Científicas y Técnicas Argentina

    Maria Rita Otero, PhD in Science Education. Professor of the National University of the Center of the Province of Buenos Aires (UNICEN). Researcher of the National Scientific and Technical Research Council (CONICET). E-mail: rotero@niecyt.exa.unicen.edu.ar.

  • Maria Paz Gazzola, NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina CONICET, Consejo Nacional de Investigaciones Científicas y Técnicas Argentina

    María Paz Gazzola, PhD in Science Education. Associate Professor of the National University of the Center of the Province of Buenos Aires (UNICEN). National Scientific and Technical Research Council (CONICET). E-mail: mpgazzola@niecyt.exa.unicen.edu.ar.

  • Paola Otero, NIECYT, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina

    Paola Otero, Biochemistry. Regular position in National University of the Center of the Province of Buenos Aires (UNICEN). E-mail: potero@fch.unicen.edu.ar.

  • Estefania Laplace, Facultad de Ingeniería Olavarría, Universidad Nacional del Centro de la Provincia de Buenos Aires, Argentina

    Estefania Laplace, Math teacher. Regular position in National University of the Center of the Province of Buenos Aires (UNICEN). E-mail: elaplace@fio.unicen.edu.ar.

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.

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Published

2022-09-29

Issue

Vol. 9 No. 9 (2022)

Section

Articles

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