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Impact of the COVID-19 Confinement on the Physics and Chemistry Didactic in High Schools

Author

Listed:
  • Elena Jiménez Sánchez

    (Applied Physics Department, Faculty of Sciences, Universidad de Salamanca, 37008 Salamanca, Spain)

  • Estrella Montes-López

    (Department of Sociology and Communication, Faculty of Social Sciences, Universidad de Salamanca, 37007 Salamanca, Spain)

  • María Jesús Santos Sánchez

    (Applied Physics Department, Faculty of Sciences, Universidad de Salamanca, 37008 Salamanca, Spain)

Abstract

Online education due to COVID-19 confinement impacted the use of the Information and Communication Technology (ICT) in Spain, where it was poorly implemented. The aim of this paper was to inspect the methodological changes in Physics and Chemistry teaching during the confinement as well as in the ICT use and the lockdown impact afterwards. For this purpose, an online survey was administered by email to the Physics and Chemistry teachers of three provinces of Spain. Based on the analysis, the most widely used methodology was the traditional one. Still, during the lockdown, its use decreased, and others, such as the flipped classroom, increased significantly. Other adaptations included increasing the use of virtual simulations and self-learning by the student. It can be outlined the incorporation of new tools such as WebQuests, the smartphone, or online education platforms, whose use has continued. The ICT was used for new functionalities such as evaluation or answering student questions. According to the respondents, the lockdown had entailed that they strengthen implementation of ICT. In conclusion, there have been changes that have remained in the Physics and Chemistry didactic and in the ICT use due to the lockdown situation.

Suggested Citation

  • Elena Jiménez Sánchez & Estrella Montes-López & María Jesús Santos Sánchez, 2022. "Impact of the COVID-19 Confinement on the Physics and Chemistry Didactic in High Schools," Sustainability, MDPI, vol. 14(11), pages 1-18, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6754-:d:829210
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    References listed on IDEAS

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    1. César Torres Martín & Christian Acal & Mohammed El Homrani & Ángel Custodio Mingorance Estrada, 2021. "Impact on the Virtual Learning Environment Due to COVID-19," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    2. Guillermo M. Chans & Mireille E. Bravo-Gutiérrez & Angelica Orona-Navar & Elvia P. Sánchez-Rodríguez, 2022. "Compilation of Chemistry Experiments for an Online Laboratory Course: Student’s Perception and Learning Outcomes in the Context of COVID-19," Sustainability, MDPI, vol. 14(5), pages 1-26, February.
    3. Francisco Javier Ballesta Pagán & Josefina Lozano Martínez & Mari Carmen Cerezo Máiquez, 2018. "Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies?," Sustainability, MDPI, vol. 10(10), pages 1-14, October.
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