Learning loss due to COVID-19 in the science classroom extends beyond the academic measurements of standardized assessments. This loss limits students' ability to apply what they learn in the classroom to the real world. While schools were closed during the pandemic, students did not have the opportunity to enhance what they learned in the sciences with hands-on and inquiry-based experiences. This loss of experience left students unprepared to thoroughly learn science when they returned to an in-person classroom. The solutions to this loss of laboratory time, including virtual and at-home laboratory activities, did not bridge the gap needed to overcome the learning loss before the students returned to school. Though well-intentioned, the students did not develop the kinesthetic skills necessary to start the subsequent and more advanced laboratory course on their return. Some of these alternative solutions put the student and their family at risk to accidents while exposing the teacher and their districts to a broader range of liabilities. The focus of the science lab is to allow students to develop an understanding of the world around them in a safe and supervised environment. Pandemic-induced school closures hampered our ability to provide students with the experiences they needed to develop the understanding necessary to succeed.
| Published in | Education Journal (Volume 12, Issue 6) |
| DOI | 10.11648/j.edu.20231206.12 |
| Page(s) | 258-261 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Lab Skills, Learning Loss, Science, Learning, Laboratory
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APA Style
Doyle, K. S., Everett, T., Doyle, Y. (2023). Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19. Education Journal, 12(6), 258-261. https://doi.org/10.11648/j.edu.20231206.12
ACS Style
Doyle, K. S.; Everett, T.; Doyle, Y. Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19. Educ. J. 2023, 12(6), 258-261. doi: 10.11648/j.edu.20231206.12
AMA Style
Doyle KS, Everett T, Doyle Y. Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19. Educ J. 2023;12(6):258-261. doi: 10.11648/j.edu.20231206.12
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Download@article{10.11648/j.edu.20231206.12,
author = {Kevin S. Doyle and Travis Everett and Yvonne Doyle},
title = {Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19},
journal = {Education Journal},
volume = {12},
number = {6},
pages = {258-261},
doi = {10.11648/j.edu.20231206.12},
url = {https://doi.org/10.11648/j.edu.20231206.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231206.12},
abstract = {Learning loss due to COVID-19 in the science classroom extends beyond the academic measurements of standardized assessments. This loss limits students' ability to apply what they learn in the classroom to the real world. While schools were closed during the pandemic, students did not have the opportunity to enhance what they learned in the sciences with hands-on and inquiry-based experiences. This loss of experience left students unprepared to thoroughly learn science when they returned to an in-person classroom. The solutions to this loss of laboratory time, including virtual and at-home laboratory activities, did not bridge the gap needed to overcome the learning loss before the students returned to school. Though well-intentioned, the students did not develop the kinesthetic skills necessary to start the subsequent and more advanced laboratory course on their return. Some of these alternative solutions put the student and their family at risk to accidents while exposing the teacher and their districts to a broader range of liabilities. The focus of the science lab is to allow students to develop an understanding of the world around them in a safe and supervised environment. Pandemic-induced school closures hampered our ability to provide students with the experiences they needed to develop the understanding necessary to succeed.
},
year = {2023}
}
TY - JOUR T1 - Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19 AU - Kevin S. Doyle AU - Travis Everett AU - Yvonne Doyle Y1 - 2023/11/21 PY - 2023 N1 - https://doi.org/10.11648/j.edu.20231206.12 DO - 10.11648/j.edu.20231206.12 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 258 EP - 261 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20231206.12 AB - Learning loss due to COVID-19 in the science classroom extends beyond the academic measurements of standardized assessments. This loss limits students' ability to apply what they learn in the classroom to the real world. While schools were closed during the pandemic, students did not have the opportunity to enhance what they learned in the sciences with hands-on and inquiry-based experiences. This loss of experience left students unprepared to thoroughly learn science when they returned to an in-person classroom. The solutions to this loss of laboratory time, including virtual and at-home laboratory activities, did not bridge the gap needed to overcome the learning loss before the students returned to school. Though well-intentioned, the students did not develop the kinesthetic skills necessary to start the subsequent and more advanced laboratory course on their return. Some of these alternative solutions put the student and their family at risk to accidents while exposing the teacher and their districts to a broader range of liabilities. The focus of the science lab is to allow students to develop an understanding of the world around them in a safe and supervised environment. Pandemic-induced school closures hampered our ability to provide students with the experiences they needed to develop the understanding necessary to succeed. VL - 12 IS - 6 ER -
Science Department, Morris Hills Regional District, Rockaway, The United States
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