Backliners: Roles of Science Educators in the Post-COVID Milieu

Danilo V. Rogayan Jr.; Marshall James P. Dantic

doi:10.21601/aquademia/11053

Full Text (PDF)

Danilo V. Rogayan Jr. ¹ ^* , Marshall James P. Dantic ¹

More Detail

¹ College of Teacher Education, President Ramon Magsaysay State University, PHILIPPINES^* Corresponding Author

Abstract

COVID-19 pandemic has disrupted the global environment. It has affected almost all aspects of society from cultural, economic, educational, to social factors. This narrative inquiry explored science educators’ perspectives on the vital roles they would play in the post-COVID setting. Sixteen teachers from different educational institutions were purposively selected to take part in this qualitative investigation. The participants wrote their short narratives on their significant role as science teachers after the COVID-19 pandemic. Six themes emerged as roles of the science teachers in the post-COVID era; these include (1) science communicator; (2) critical thinker; (3) knowledge creator; (4) disruptive innovator; (5) advocate against misinformation; and (6) future-ready educator. A conceptual paradigm is designed to describe the vital roles of science teachers in the post-pandemic era in the context of the VUCAD² (volatile, uncertain, complex, ambiguous, diverse, and disruptive) world. Implications of the findings to science education in the post-pandemic setting are discussed in the paper.

Keywords

COVID-19
narrative inquiry
science education
new normal
post-COVID era

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

AQUADEMIA, 2021, Volume 5, Issue 2, Article No: ep21010

https://doi.org/10.21601/aquademia/11053

Publication date: 13 Jul 2021

Article Views: 3656

Article Downloads: 2003

Open Access References How to cite this article

References

Acikgoz, O., & Gunay, A. (2020). The early impact of the Covid-19 pandemic on the global and Turkish economy. Turkish Journal of Medical Sciences, 50(SI-1), 520-526. https://doi.org/10.3906/sag-2004-6
Adams, J., Avraamidou, L., Bayram-Jacobs, D., Boujaoude, S., Bryan, L., Christodoulou, A., Couso, D A. Danielsson, A., Dillon, J., & Erduran, S. (2018). The role of science education in a changing world. NIAS Lorentz Center.
Atalan, A. (2020). Is the lockdown important to prevent the COVID-19 pandemic? Effects on psychology, environment and economy-perspective. Annals of Medicine and Surgery, 56, 38-42. https://doi.org/10.1016/j.amsu.2020.06.010
Bourn, D. (2016). Teachers as agents of social change. International Journal of Development Education and Global Learning, 7(3), 63-77. https://doi.org/10.18546/ijdegl.07.3.05
Bruns, D. P., Kraguljac, N. V., & Bruns, T. R. (2020). COVID-19: facts, cultural considerations, and risk of stigmatization. Journal of Transcultural Nursing, 31(4), 326-332. https://doi.org/10.1177/1043659620917724
Bulfin, S., & Mathews, K. (2003). Reframing beginning English teachers as knowledge producers: Learning to teach and transgress. English Teaching, 2(3), 47-58.
Burns, T. W., O’Connor, D. J., & Stocklmayer, S. M. (2003). Science communication: A contemporary definition. Public Understanding of Science, 12(2), 183-202. https://doi.org/10.1177/09636625030122004
Butera, F., Batruch, A., Autin, F., Mugny, G., Quiamzade, A., & Pulfrey, C. (2021). Teaching as social influence: Empowering teachers to become agents of social change. Social Issues and Policy Review, 15(1), 323-355. https://doi.org/10.1111/sipr.12072
Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018. https://doi.org/10.29333/aquademia/8315
Cappy, C. L. (2016). Shifting the future? Teachers as agents of social change in South African secondary schools. Education as Change, 20(3), 119-140. https://doi.org/10.17159/1947-9417/2016/1314
Cuaton, G. P. (2020). Philippines higher education institutions in the time of COVID-19 pandemic. Revista Românească pentru Educaţie Multidimensională, 12(1 Sup2), 61-70. https://doi.org/10.18662/rrem/12.1sup2/247
Dodds, K., Broto, V. C., Detterbeck, K., Jones, M., Mamadouh, V., Ramutsindela, M., Varsanyi, M., Wachsmuth, D., & Woon, C. Y. (2020). The COVID-19 pandemic: Territorial, political and governance dimensions of the crisis. Territory, Politics, Governance, 8(3), 289-298. https://doi.org/10.1080/21622671.2020.1771022
Esteve, J. M. (2000). The transformation of the teachers’ role at the end of the twentieth century: New challenges for the future. Educational Review, 52(2), 197–207. https://doi.org/10.1080/713664040
Evans, D. J., Bay, B. H., Wilson, T. D., Smith, C. F., Lachman, N., & Pawlina, W. (2020). Going virtual to support anatomy education: A STOPGAP in the midst of the Covid‐19 pandemic. Anatomical Sciences Education, 13(3), 279-283. https://doi.org/10.1002/ase.1963
Faulkner, S. L., & Trotter, S. P. (2017). Data saturation. The International Encyclopedia of Communication Research Methods, 1-2. https://doi.org/10.1002/9781118901731.iecrm0060
Fernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. http://dspace.khazar.org/bitstream/20.500.12323/4496/1/Economic%20Effects%20of%20Coronavirus%20Outbreak.pdf
Haghparast, M., Nasaruddin, F. H., & Abdullah, N. (2014). Cultivating critical thinking through e-learning environment and tools: A review. Procedia-Social and Behavioral Sciences, 129, 527-535. https://doi.org/10.1016/j.sbspro.2014.03.710
Hunter, P. (2015). The virtual university: Digital tools for e‐learning and remote learning are becoming an increasingly important tool for teaching at universities. EMBO Reports, 16(2), 146-148. https://doi.org/10.15252/embr.201440016
Ilisko, D. (2007). Teachers as agents of societal change. Journal of Teacher Education for Sustainability, 7(1), 14-26. https://doi.org/10.2478/v10099-009-0002-9
Iskandar, R., & Zulela, M. S. (2021). Professionality analysis of basic education teachers as agents to improve creativity in digital era. Jurnal Ilmiah Sekolah Dasar, 5(1), 16-24.
Jermolajeva, J., Bogdanova, T., & Silchenkova, S. (2019). School teacher outside of class: Self-reflection of pedagogues from Latvia and Russia on their cooperation with colleagues. Sabiedrība. Integrācija. Izglītība (Society. Integration. Education), 2, 147-155. https://doi.org/10.17770/sie2019vol2.3866
Karakaya, F., Adiguzel, M., Ucuncu, G., Çimen, O., & Yilmaz, M. (2021). Teachers’ views towards the effects of COVID-19 pandemic in the education process in turkey. Participatory Educational Research, 8(2), 17-30. https://doi.org/10.17275/per.21.27.8.2
Kass, E., & Miller, E. C. (2011). Bedouin special-education teachers as agents of social change. Teaching and Teacher Education, 27(4), 788-796. https://doi.org/10.1016/j.tate.2011.01.004
Keswani, R. N., Sethi, A., Repici, A., Messmann, H., & Chiu, P. W. (2020). How to maximize trainee education during the coronavirus disease-2019 pandemic: Perspectives from around the world. Gastroenterology, 159(1), 26-29. https://doi.org/10.1053/j.gastro.2020.05.012
Kim, C. Y. (2002). Teachers in digital knowledge-based society: new roles and vision. Asia Pacific Education Review, 3(2), 144-148. https://doi.org/10.1007/bf03024907
Korkmaz, O., Çakir, R., & Ozden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569. https://doi.org/10.1016/j.chb.2017.01.005
Korkmaz, O., Çakir, R., & Ugur-Erdogmus, F. (2020). A validity and reliability study of the basic STEM skill levels perception scale. International Journal of Psychology and Educational Studies, 7(2), 111-121. https://doi.org/10.17220/ijpes.2020.02.010
Lim, S. S., & Tan, K. R. (2020). Front liners fighting fake news: Global perspectives on mobilising young people as media literacy advocates. Journal of Children and Media, 14(4), 529-535. https://doi.org/10.1080/17482798.2020.1827817
Lochmiller, C. R., & Lester, J. N. (2017). An introduction to educational research: Connecting methods to practice. SAGE Publications, Inc.
Madhav, N., Oppenheim, B., Gallivan, M., Mulembakani, P., Rubin, E., & Wolfe, N. (2017). Pandemics: risks, impacts, and mitigation. In Disease control priorities, 3rd Ed. (Vol. 9): Improving health and reducing poverty; International Bank for Reconstruction and Development/The World Bank, pp. 315-345. https://doi.org/10.1596/978-1-4648-0527-1_ch17
Madondo, F. (2020). Perceptions on curriculum implementation: A Case for rural Zimbabwean early childhood development teachers as agents of change. Journal of Research in Childhood Education, 1-18. https://doi.org/10.1080/02568543.2020.1731024
Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report. https://www.iau-aiu.net/IAU-Global-Survey-on-the-Impact-of-COVID-19-on-Higher-Education-around-the
Mendenhall, M., Cha, J., Falk, D., Bergin, C., & Bowden, L. (2021). Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp. International Journal of Inclusive Education, 25(2), 147-165. https://doi.org/10.1080/13603116.2019.1707300
Miles, M. B., Huberman, M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications, Inc. https://doi.org/10.1016/S0301-4622(98)00172-0
Morales, M. P. E. (2019). Education in a VUCA (volatile, uncertain, complex, ambiguous) world. The Normal Lights, 13(2), v-x.
Morales, M. P. E. (2020). VUCAD2: A focus on the D’s. Asia Pacific Higher Education Research Journal, 7(1), vii-ix.
Moralista, R. B., & Oducado, R. M. F. (2020). Faculty perception toward online education in a state college in the philippines during the coronavirus disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research, 8(10), 4736-4742. https://doi.org/10.13189/ujer.2020.081044
Muhammad, S., Long, X., & Salman, M. (2020). COVID-19 pandemic and environmental pollution: a blessing in disguise?. Science of The Total Environment, 728, 138820. https://doi.org/10.1016/j.scitotenv.2020.138820
Negrete, A., & Lartigue, C. (2004). Learning from education to communicate science as a good story. Endeavour, 28(3), 120-124. https://doi.org/10.1016/j.endeavour.2004.07.003
Noel, T. K. (2020). Conflating culture with COVID-19: Xenophobic repercussions of a global pandemic. Social Sciences & Humanities Open, 2(1), 100044. https://doi.org/10.1016/j.ssaho.2020.100044
Novelli, M., & Sayed, Y. (2016). Teachers as agents of sustainable peace, social cohesion and development: Theory, practice & evidence. Education as Change, 20(3), 15-37. https://doi.org/10.17159/1947-9417/2016/1486
Nuangchalerm, P. (2009). Development of socioscientific issues-based teaching for preservice science teachers. Journal of Social Sciences, 5(3), 239-243. https://doi.org/10.3844/jssp.2009.239.243
Paital, B. (2020). Nurture to nature via COVID-19, a self-regenerating environmental strategy of environment in global context. Science of the Total Environment, 139088. https://doi.org/10.1016/j.scitotenv.2020.139088
Paital, B., & Agrawal, P. K. (2020). Air pollution by NO 2 and PM 2.5 explains COVID-19 infection severity by overexpression of angiotensin-converting enzyme 2 in respiratory cells: a review. Environmental Chemistry Letters, 1-18. https://doi.org/10.1007/s10311-020-01091-w
Paital, B., Das, K., & Parida, S. K. (2020). Inter nation social lockdown versus medical care against COVID-19, a mild environmental insight with special reference to India. Science of the total environment, 138914. https://doi.org/10.1016/j.scitotenv.2020.138914
Pantic, N., & Carr, D. (2017). Educating teachers as agents of social justice: A virtue ethical perspective. In Teacher Education for the Changing Demographics of Schooling (pp. 55-65). Springer. https://doi.org/10.1007/978-3-319-54389-5_5
Pantic, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 27311. https://doi.org/10.3402/edui.v6.27311
Pfefferbaum, B., & North, C. S. (2020). Mental health and the Covid-19 pandemic. New England Journal of Medicine, 383(6), 510-512. https://doi.org/10.1056/nejmp2008017
Radwan, A., & Radwan, E. (2020). Social and economic impact of school closure during the outbreak of the COVID-19 pandemic: A quick online survey in the Gaza Strip. Pedagogical Research, 5(4), em0068. https://doi.org/10.29333/pr/8254
Ray, S., & Srivastava, S. (2020). Virtualization of science education: A lesson from the COVID-19 pandemic. Journal of Proteins and Proteomics, 11, 77-80. https://doi.org/10.1007/s42485-020-00038-7
Reiss, M. J. (2020). Science education in the light of COVID-19. Science & Education, 29(4), 1079-1092. https://doi.org/10.1007/s11191-020-00143-5
Restubog, S. L. D., Ocampo, A. C. G., & Wang, L. (2020). Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic. Journal of Vocational Behavior, 119, 103440. https://doi.org/10.1016/j.jvb.2020.103440
Rogayan, D. V. Jr. (2018). Why Young Filipino Teachers Teach?. Asia Pacific Higher Education Research Journal, 5(2), 48-60.
Rogayan, D. V. Jr., Luna, L. A. N., & Dizon, X. P. (2021). Filipino university students’ knowledge, attitude and practices towards COVID-19. Preprint.
Rubagiza, J., Umutoni, J., & Kaleeba, A. (2016). Teachers as agents of change: Promoting peacebuilding and social cohesion in schools in Rwanda. Education as Change, 20(3), 202-224. https://doi.org/10.17159/1947-9417/2016/1533
Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4), e7541. https://doi.org/10.7759/cureus.7541
Sarmiento, C. P., Morales, M. P. E., Elipane, L. E., & Palomar, B. C. (2020). Assessment practices in Philippine higher STEAM education. Journal of University Teaching & Learning Practice, 17(5), Art. 18.
Savin-Baden, M., & Niekerk, L. V. (2007). Narrative inquiry: Theory and practice. Journal of Geography in Higher Education, 31(3), 459-472. https://doi.org/10.1080/03098260601071324
Shakil, M. H., Munim, Z. H., Tasnia, M., & Sarowar, S. (2020). COVID-19 and the environment: A critical review and research agenda. Science of the Total Environment, 141022. https://doi.org/10.1016/j.scitotenv.2020.141022
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851. https://doi.org/10.29333/ejmste/7893
Sirakaya, M., Alsancak Sirakaya, D., & Korkmaz, O. (2020). The impact of STEM attitude and thinking style on computational thinking determined via structural equation modeling. Journal of Science Education and Technology, 1-12. https://doi.org/10.1007/s10956-020-09836-6
So, K., & Park, N. (2020). Can teachers be change agents? A critical analysis of teacher images in school reform policies. The Asia-Pacific Education Researcher, 1-10. https://doi.org/10.1007/s40299-020-00536-8
Sokolovskaya, I. E. (2020). Socio-psychological factors of students satisfaction in the context of digitalization of education during the COVID-19 pandemic and self-isolation. Digital Sociology, 3(2), 46-54. https://doi.org/10.26425/2658-347x-2020-2-46-54
Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch, G. M., Khoshaim, H. B., Hossain, S.F.A., & Sukayt, A. (2020). Psychological impact of COVID-19 and lockdown among university students in Malaysia: Implications and policy recommendations. International Journal of Environmental Research and Public Health, 17(17), 6206. https://doi.org/10.3390/ijerph17176206
Tee, M. L., Tee, C. A., Anlacan, J. P., Aligam, K. J. G., Reyes, P. W. C., Kuruchittham, V., & Ho, R. C. (2020). Psychological impact of COVID-19 pandemic in the Philippines. Journal of Affective Disorders, 277, 379-391. https://doi.org/10.1016/j.jad.2020.08.043
Toquero, C. M. (2020a). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Toquero, C. M. D. (2020b). Will COVID-19 bring the armageddon? expanding psychosocial support and environmental care: An autoethnographic research. Aquademia, 4(2), ep20022. https://doi.org/10.29333/aquademia/8438
Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4. https://doi.org/10.30935/ijpdll/8311
Unicef Australia (2020). How teachers can talk to students about coronavirus disease (COVID–19): Tips for having age appropriate discussions to reassure and protect children. https://www.unicef.org/coronavirus/how-teachers-can-talk-children-about-coronavirus-disease-covid-19
United Nations World Tourism Organization (UNWTO). (2020). Impact assessment of COVID-19 outbreak on international tourism. https://www.unwto.org/impact-assessment-of-the-covid-19-outbreak-on-internationaltourism
Usak, M., Masalimova, R. A., Cherdymova, I. E., & Shaidullina, R. A. (2020). New playmaker in science education: COVID19. Journal of Baltic Science Education, 19(2), 180-185. https://doi.org/10.33225/jbse/20.19.00
Verma, A., & Prakash, S. (2020). Impact of COVID-19 on environment and society. Journal of Global Biosciences, 9(5), 7352-7363.
Waller, R. E., Lemoine, P. A., Mense, E. G., Garretson, C. J., & Richardson, M. D. (2019). Global higher education in a VUCA world: Concerns and projections. Journal of Education and Development, 3(2), 73-83. https://doi.org/10.20849/jed.v3i2.613
Woods, E. T., Schertzer, R., Greenfeld, L., Hughes, C., & Miller‐Idriss, C. (2020). COVID‐19, nationalism, and the politics of crisis: A scholarly exchange. Nations and Nationalism, 26 (4), 807–825. https://doi.org/10.1111/nana.12644
World Health Organization. (2020). COVID-19 global risk communication and community engagement strategy, December 2020-May 2021: interim guidance, 23 December 2020 (No. WHO/2019-nCoV/RCCE/2020.3). World Health Organization. https://apps.who.int/iris/handle/10665/338057

How to cite this article

APA

Rogayan Jr., D. V., & Dantic, M. J. P. (2021). Backliners: Roles of Science Educators in the Post-COVID Milieu. Aquademia, 5(2), ep21010. https://doi.org/10.21601/aquademia/11053

Vancouver

Rogayan Jr. DV, Dantic MJP. Backliners: Roles of Science Educators in the Post-COVID Milieu. AQUADEMIA. 2021;5(2):ep21010. https://doi.org/10.21601/aquademia/11053

AMA

Rogayan Jr. DV, Dantic MJP. Backliners: Roles of Science Educators in the Post-COVID Milieu. AQUADEMIA. 2021;5(2), ep21010. https://doi.org/10.21601/aquademia/11053

Chicago

Rogayan Jr., Danilo V., and Marshall James P. Dantic. "Backliners: Roles of Science Educators in the Post-COVID Milieu". Aquademia 2021 5 no. 2 (2021): ep21010. https://doi.org/10.21601/aquademia/11053

Harvard

Rogayan Jr., D. V., and Dantic, M. J. P. (2021). Backliners: Roles of Science Educators in the Post-COVID Milieu. Aquademia, 5(2), ep21010. https://doi.org/10.21601/aquademia/11053

MLA

Rogayan Jr., Danilo V. et al. "Backliners: Roles of Science Educators in the Post-COVID Milieu". Aquademia, vol. 5, no. 2, 2021, ep21010. https://doi.org/10.21601/aquademia/11053