Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption
Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption
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学习损失是新冠病毒学校停课后向本科学习过渡的潜在挑战
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Katayune Presland
中科院分区：
文献类型：
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作者：
Kristy L. Turner;Michael Hughes;Katayune Presland
在正常的一年中，学生在高中或大学参加期末考试和开始化学本科课程之间大约有3个月的时间。在这些考试之前的几个月里，学生通常会对整个课程中所学的关键概念进行广泛的复习和巩固。其中一些将由他们的老师支持，一些将是独立的研究。COVID 19疫情导致英国和爱尔兰取消了这些考试，可能使学生在最后一次正式学习和开始本科课程之间有6个月的差距。来自文献和16-18岁学生教师的见解表明，与以前的同龄人相比，2020年秋季开始本科课程的学生可能在学科知识方面存在弱点。这可能在有机化学和核心物理化学主题的合成转化领域更为重要。在这篇文章中，我们简要分析了学科知识的潜在问题，以便高等教育的教师可以更好地了解COVID 19中断后教学和学习的潜在挑战。
In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption.