A Snapshot of Chemistry Teaching and Learning Practices in UK Higher Education as It Emerges from the COVID-19 Pandemic

• Talia Simmons ^[1] ; Nimesh Mistry ^[1]
  1. [1] University of Leeds

     University of Leeds

     Reino Unido

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 7, 2023, págs. 2564-2573
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The start of the COVID-19 pandemic saw a change in the way chemistry education was delivered across the globe. As we emerge from the pandemic we can start to assess the medium to long-term impact it has had. In this study, we evaluated the teaching methods used by the UK Higher Education chemistry community over the past two years through the perspectives of students and instructors at UK institutions. We report how online and face-to-face teaching methods have evolved for both the teaching of chemical theory and practical work. We also present insights from instructors and students on how teaching through the pandemic has impacted their perception of students grades, knowledge, skills, and future plans.