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10.1021/acs.jchemed.0c00748 http://scihub22266oqcxt.onion/10.1021/acs.jchemed.0c00748 32921805!7482317!32921805     free     free     free Deprecated: Implicit conversion from float 213.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 213.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 213.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 213.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 213.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 213.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 247.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Chem+Educ 2020 ; 97 (9): 3295-3300 Nephropedia Template TP {{tp|p=32921805|t=2020. Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions |pdf=|usr=}}{{32921805}} gab.com Text Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions JO: J Chem Educ http://www.kidney.de/pget.php?&tw=1&pmid=32921805 #FOAvip The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students' expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers' efforts using online experimental practices are described, as well as reflections by their students about the experiences. Twit Text FOAVip Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions ????J Chem Educ http://www.kidney.de/pget.php?&tw=1&pmid=32921805 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32921805 #FOAvip English Wikipedia <ref>{{Cite pmid|32921805}}</ref> Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions #MMPMID32921805 Babincakova M; Bernard P J Chem Educ 2020[Sep]; 97 (9): 3295-3300 PMID32921805show ga The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students' expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers' efforts using online experimental practices are described, as well as reflections by their students about the experiences. äOnline Experimentation during COVID-19 Secondary School Closures: Teac(epmc).pdf DeepDyve Pubget Overpricing