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This content will become publicly available on April 1, 2023

Title: Rethinking online science learning: Creating virtual research experiences using digitized museum specimens.
A lasting impact of the COVID-19 global pandemic likely is the permanent inclusion of online learning in K–12. The rapid move to online learning left many teachers, parents, and students pining for in-person learning and highlighted major gaps in the online resources necessary for fully remote K–12 learning. But it also underscored considerable strengths of online formats for flexible learning and instruction—particularly as district capacities expanded and familiarity with online instruction increased. Many administrators now envision a permanent end to unplanned school closures (goodbye, snow days!) and long-term support for (at least intermittent) online learning. But what does continued online instruction mean for science learning, where hands-on learning is central to students’ developing skills and knowledge? Science educators implementing online instruction have faced myriad challenges, including providing effective feedback and guidance while students engaged in more independent work. We greatly respect and admire the passion and dedication that science teachers have invested in finding creative ways to implement science inquiry during online pandemic instruction. As we move beyond “emergency” remote instruction and build on shared experiences with online science teaching, it is an ideal time to rethink science inquiry online and to collectively pursue new approaches to authentic science instruction with more » online resources. « less
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Connected science learning
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National Science Foundation
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