Abstract

PAULA, Helder de Figueiredo e; TALIM, Sérgio Luiz; SALEMA, Cecília Siman  and  CAMILLO, Vinícius Reis. STUDENT ENGAGEMENT IN A REMOTE AND EMERGENCY PHYSICS COURSE. Ens. Pesqui. Educ. Ciênc. [online]. 2021, vol.23, e26568.  Epub Aug 17, 2021. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172021230117.

In this paper, we show evidences of student engagement in an introductory, remote and emergency Physics course. This experience occurred during the COVID-19 pandemic, in a high school that provides professional education. We present the pedagogical challenges faced by Physics teachers and justify their choice to evaluate student engagement. Our data stemmed from a questionnaire answered by students after the end of the first module of the course. We identified three engagement dimensions: cognitive-behavioral, emotional and social. Our data show that there was engagement, predominantly, in the cognitive-behavioral and emotional dimensions.

Keywords : Engagement; Emergency Remote Education and COVID-19; Science Teaching.

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