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Engaging Students Through Integrated Pedagogy: A Case Study From a Year of Pandemic Teaching

Engaging Students Through Integrated Pedagogy: A Case Study From a Year of Pandemic Teaching

Stefka G. Nikolova Eddins, Venita L. Totten
Copyright: © 2022 |Pages: 19
ISBN13: 9781799882985|ISBN10: 1799882985|ISBN13 Softcover: 9781799882992|EISBN13: 9781799883005
DOI: 10.4018/978-1-7998-8298-5.ch009
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MLA

Eddins, Stefka G. Nikolova, and Venita L. Totten. "Engaging Students Through Integrated Pedagogy: A Case Study From a Year of Pandemic Teaching." Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era, edited by Prince Hycy Bull and Gerrelyn Chunn Patterson, IGI Global, 2022, pp. 156-174. https://doi.org/10.4018/978-1-7998-8298-5.ch009

APA

Eddins, S. G. & Totten, V. L. (2022). Engaging Students Through Integrated Pedagogy: A Case Study From a Year of Pandemic Teaching. In P. Bull & G. Patterson (Eds.), Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era (pp. 156-174). IGI Global. https://doi.org/10.4018/978-1-7998-8298-5.ch009

Chicago

Eddins, Stefka G. Nikolova, and Venita L. Totten. "Engaging Students Through Integrated Pedagogy: A Case Study From a Year of Pandemic Teaching." In Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era, edited by Prince Hycy Bull and Gerrelyn Chunn Patterson, 156-174. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8298-5.ch009

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Abstract

This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.

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