Abstract
The pandemic brought both problems and possibilities for elementary science instruction. Throughout this chapter, key practices and attributes of sense-making in the elementary science classroom are discussed. Best practices for online or blended instruction are examined to find similarities and overlaps between this approach to instruction and what is already identified as important in science. By reviewing both, the educator can then take the positive aspects learned during emergency remote teaching and keep them as possibilities within blended or online instruction in the future. Recommendations are provided as well as an example science lesson with adaptations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
