Stormy WATERS: COVID-19 Transition to Online Learning for a National Science Foundation–Funded Environmental Education Middle School Curriculum

• In Event: Games and Emerging Technologies in Environmental Education

Abstract

This exploratory study examines the challenges and celebrations of transitioning an NSF grant-funded middle school watershed curriculum from face-to-face to online delivery in the spring of 2020 due to the Covid-19 pandemic. The study includes data from teachers making changes to the curriculum, students engaged in the online learning and parents supporting learners at home. The results indicate that having an existing curriculum that is well-developed with a strong online presence was a great starting point for the teachers tasked with creating online learning opportunities for students. The data indicate that the substitution of face-to-face instruction and outdoor hands-on field experiences for virtual student participation using web-based models/simulations and video demonstrations, produced gains in students’ watershed knowledge and environmental literacy.

Authors

• Nanette I. Marcum-Dietrich, Millersville University of Pennsylvania

• Cindy Stunkard, Kutztown University of Pennsylvania

• Steve Kerlin, Stroud Water Research Center

• Carolyn Staudt, The Concord Consortium