9 - Online STEM teaching of practical chemistry: Challenges and possibilities

Abstract

This chapter proposes a digital pedagogy for practical work that educational institutions in Zimbabwe and elsewhere may adopt in general and/or for their Science, Technology, Engineering and Mathematics (STEM) education in this COVID-19 pandemic era and beyond. In science education, practical work has always been crucial for developing in students a set of core competencies that will enable them to contribute meaningfully to the development of economies. Practical work has been taught traditionally within the physical walls of the on-campus laboratories. Its main aim has always been to develop science process skills in students. Observably, the introduction of STEM education has broadened the competence development role of practical work to include 21st century skills. With these competencies, it is hoped that students in sciences will develop the firm foundation needed in STEM work. In Zimbabwe, and most probably elsewhere, the lockdown measures to curb the COVID-19 saw schools, colleges and universities introducing remote (online) teaching and learning abruptly. However, the online teaching of practical work challenged most departments offering STEM programmes to such an extent that they had to abandon instruction of it temporarily; and to resume teaching it in its traditional mode only after the lockdown was lifted. Yet, this digital era is demanding that teaching and learning moves online regardless of whether the COVID-19 pandemic will come to an end or not. To overcome this problem, digital practical chemistry (DPC) pedagogy was developed from the researchers’ teaching experiences and review of related literature. It is envisaged that it can be developed further and adapted for teaching and learning practical work in other STEM fields and contexts.