The impacts of COVID-19 on K-8 science teaching and teachers

Abstract

Some science education researchers have presented either isolated findings on specific points in time during the pandemic or non-empirical insights or suggestions for how teachers, district leaders, policymakers, and others should take up the learnings from the pandemic to move science education forward. However, there are few studies published to date that provide robust and longitudinal empirical data on what science instruction looked like throughout the pandemic and the magnitude of the impacts of the pandemic on science instruction when compared to pre-pandemic science teaching and learning. We conducted a primarily survey-based study on science instruction and enactment of the Next Generation Science Standards (NGSS) in K-8 classrooms throughout the COVID-19 pandemic. This analysis also incorporates a longitudinal dataset from grade 6–8 teachers across California on their NGSS instruction prior to and throughout the first year of the pandemic, providing insight on instruction over multiple years before and throughout distance learning. Our findings highlight the challenges that teachers and students faced during the pandemic, as well as the significant impacts that distance learning appeared to have on science instruction and teachers’ ability to provide NGSS-aligned instruction. However, we also found that a year after the initial school closures, teachers’ science instruction began to show improvements both in the frequency of science instruction (how often they were able to provide science instruction through distance learning) and the quality of science instruction (how often teachers were able to provide instruction that was aligned with the goals of the NGSS). Implications of this work are far reaching and may impact teachers, students, administrators, policymakers, professional learning providers, and curriculum developers regardless of whether science instruction occurs through distance learning or in-person moving forward.