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Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 November 2022) | Viewed by 38173

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Special Issue Editors

Prof. Dr. Noora J. Al-Thani

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Guest Editor

Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
Interests: STEM education; K-12 science education; instructional science; design thinking; curriculum development; implementation of innovative technologies in education; creativity and innovation in K-12

Dr. Zubair Ahmad

E-Mail Website
Guest Editor

1. Qatar University Young Scientists Center (YSC), Qatar University, Doha 2713, Qatar
2. Center for Advanced Materials (CAM), Qatar University, Doha 2713, Qatar
Interests: higher education; assessment theories and methodologies; pedagogy; curriculum design and development; interdisciplinary, multidisciplinary and transdisciplinary education; educational research development

Special Issue Information

Dear Colleagues,

Science, technology, engineering, and mathematics (STEM) education, a form of interdisciplinary education, successfully implements competency-based teaching in educating the young generation. It enhances employability and the ability to solve complex engineering problems. In fact, STEM education is a crucial education model for boosting human capacity building and RDI talent.

The COVID-19 pandemic has created considerable rifts in the learning attainment of students worldwide due to a lack of access to a regular learning system. The learning gaps were hugely prevalent in the STEM learning areas, whereby students were deprived of hands-on and collaborative learning experiences in both informal and formal settings. Hence, this Special Issue aims to create a collection of papers on specific topics related to STEM learning and research practices in the post-COVID-19 rebuilding phase. The intention is to build a community of authors and researchers to discuss the latest research and develop innovative teaching ideas, solutions, and research directions for global educators in STEM education.

The Special Issue invites the papers addressing how the impact of the global COVID-19 pandemic has affected STEM education, and what measures (teaching tools and research practices) are being applied to combat the learning gaps in STEM education in the post-pandemic era. We invite researchers engaged in STEM educational practices to share and exchange research experiences, including methods, pedagogical approaches, and environments which they are practicing in the post-pandemic era. Topics of interest for this Special Issue include, but are not limited, to the following:

STEM curriculum development, STEM teaching models, STEM competencies, and learning outcomes in the post-pandemic era;
The impact of COVID-19 on the revolution of online-based pedagogical environments such as digital resources, eBooks, online conferencing platforms, online collaboration tools, etc., on informal and formal STEM settings;
The new directions of pedagogical approaches, tools, strategies, evaluation, and assessment methods for pandemic-affected STEM education;
Exploring the critical factors to fill the gaps in students’ learning performance affected by the pandemic;
Significance of educational games and other ICT learning tools in the post-pandemic environment.

Prof. Dr. Noora J. Al-Thani
Dr. Zubair Ahmad
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

STEM education
science and engineering education
design thinking
project-based learning
informal learning
digital STEM learning
digital technologies
educational technologies
pedagogy
curriculum development
cognitive development
innovative education
creativity and innovation
multidisciplinary education
learning experiences
student learning and learner diversity
teaching experiences
practice and praxis
assessment theories and methodologies
curriculum design and development
interdisciplinary
multidisciplinary and transdisciplinary education
educational research development

Published Papers (13 papers)

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Editorial

Jump to: Research

3 pages, 156 KiB

Open AccessEditorial

Rebuilding Education—Contributions to STEM Education Practices and Research during the Post-COVID-19 Era

by Zubair Ahmad

Sustainability 2023, 15(10), 7861; https://doi.org/10.3390/su15107861 - 11 May 2023

Viewed by 1037

Abstract

COVID-19 resulted in an unprecedented transformation in the context of learning and teaching, wherein a significant shift in the different realms of educational attainment was observed [...] Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

Research

Jump to: Editorial

19 pages, 1034 KiB

Open AccessArticle

Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

by Gustavo Morán-Soto, Aradaryn Marsh, Omar Israel González Peña, Matthew Sheppard, José Isabel Gómez-Quiñones and Lisa C. Benson

Sustainability 2022, 14(24), 16627; https://doi.org/10.3390/su142416627 - 12 Dec 2022

Cited by 6 | Viewed by 2529

Abstract

The COVID-19 pandemic generated worldwide negative effects on college students’ stress levels and motivation to learn. This research focuses on the lack of development of a sense of belonging in engineering students due to online classes during the pandemic and possible differences experiencing online classes between students from different contexts and cultures. Data were collected from 88 Mexican and 139 U.S. engineering students during the Spring 2021 semester using ten survey items asking students’ perceptions of the effects of taking online courses during the COVID-19 pandemic on their sense of belonging in their major. Quantitative and qualitative analyses were conducted, aiming to determine the effects of taking online classes on students’ sense of belonging in engineering. Findings stressed the poor sense of belonging that engineering students may have after taking online classes during the COVID-19 pandemic when they missed opportunities to develop meaningful relationships with their peers and professors due to the lack of good communication. Consequently, students had uncertainties about successful learning during the pandemic in both Mexico and the U.S. Thus, activities such as accessible office hours, study groups, and meetings with mentors and tutors should be promoted to help students recover from the lack of a sense of belonging in the engineering major generated during online classes due to the COVID-19 pandemic. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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23 pages, 2068 KiB

Open AccessArticle

Exploring Teachers’ Perceptions of the Barriers to Teaching STEM in High Schools in Qatar

by Abdellatif Sellami, Mohammad Ammar and Zubair Ahmad

Sustainability 2022, 14(22), 15192; https://doi.org/10.3390/su142215192 - 16 Nov 2022

Cited by 6 | Viewed by 2007

Abstract

Understanding teachers’ attitudes and perceptions of STEM teaching is a key pathway to enhance effective STEM teaching. Inarguably, teachers are the cornerstone of educational quality and play a central role in students’ academic performance. Specifically, the pedagogical strategies teachers employ and their effective use in the classroom are strong determinants of students’ enrollment or retention in STEM fields of study and eventual careers. This study sought to explore the experiences of high school STEM teachers in Qatar, focusing on the pedagogical approaches they utilize and the challenges they encounter, with the aim of delving into how these approaches and barriers affect the teaching of STEM in the country’s high schools. The study’s design is observational, with data collected using a survey of 299 secondary high school STEM teachers (11th and 12th grades). To attain the goal of this study, we examined the barriers perceived to impede engagement in effective STEM teaching from high school teachers’ perspective. The study’s findings pointed to the influence of student- and school-related factors in shaping STEM teaching. Significant differences were detected based on teachers’ gender, grade level of teaching, age group, and university education. Logistic regressions revealed that teachers’ demographic attributes, including age group and university education, affect their likelihood to use STEM pedagogies in class. This likelihood was significantly affected by student-related barriers and the learning resources/materials employed in classrooms. These findings postulate critical evidence in directing the development of successful STEM learning practices within Qatar’s high schools. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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15 pages, 392 KiB

Open AccessArticle

Searching for Pedagogical Answers to Support STEM Learning: Gender Perspective

by Linda Daniela, Silvija Kristapsone, Gunta Kraģe, Ludmila Belogrudova, Aleksandrs Vorobjovs and Ilona Krone

Sustainability 2022, 14(21), 14598; https://doi.org/10.3390/su142114598 - 7 Nov 2022

Cited by 1 | Viewed by 1522

Abstract

This article analyzes the results of a study on the situation concerning the educational achievements of girls and boys in the STEM field in Latvia. The study was conducted at the compulsory education level to understand the conditions in the learning environment that can predictably affect the academic achievements of girls. For the purposes of the study, a survey questionnaire was developed, which was filled out by 1847 students from the 7th–12th grades. The obtained results show which factors affect learning achievement in STEM subjects for students with low and high learning achievements in groups divided into boys and girls and which pedagogical activities can predictably improve STEM learning achievements. The research data confirm that there are differences in predicted learning achievements in groups of boys and girls with high learning achievements, depending on the pedagogical strategy used. Additionally, the results of the study confirm that the most significant factor for a predictable increase in learning achievements in the STEM field is students liking mathematics and, in the case of high learning achievements, them liking chemistry. An indicator that has a significant negative impact on academic achievement in STEM subjects is a dislike of physics, which appeared in the group of girls with low academic achievements. Liking other STEM subjects to improve student achievement did not appear statistically significant in any of the analyzed groups. This study is essential to supplement the knowledge base on gender differences in learning achievements in STEM subjects and is also important for the educational space of Latvia because the learning achievements of girls in the STEM field are lower in this country than it is for boys. The obtained results show which methods of pedagogical work have a higher impact on increasing the predicted learning achievements and also show potential future research directions. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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16 pages, 2585 KiB

Open AccessArticle

Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study

by Jie Li, Heng Luo, Leilei Zhao, Min Zhu, Lin Ma and Xiaofang Liao

Sustainability 2022, 14(16), 10333; https://doi.org/10.3390/su141610333 - 19 Aug 2022

Cited by 15 | Viewed by 5628

Abstract

The COVID-19 pandemic has highlighted the importance of students’ information literacy, computer skills, and research competencies for self-regulated learning and problem solving. STEAM education, with interdisciplinary knowledge building and higher-order thinking development as its main purpose, is considered essential for students’ sustainable development in the post-pandemic era. However, STEAM education in China’s K-12 schools is facing several problems, such as insufficient qualified teachers, unsustainable development, and difficulty in achieving meaningful discipline integration. To address these problems, this study proposes an innovative STEAM education model supported by cooperative teaching and theories of project-based learning and collaborative learning. After two iterations of design, evaluation, and revision, the proposed STEAM education model and a set of instructional design principles were validated. The resulting model features a multi-teacher cooperative strategy, detailed and diverse scaffolding, familiar themes for students, the integration of STEAM education into formal curricula, and extended instruction hours. The study results suggest that cooperative teaching can facilitate meaningful discipline integration and can alleviate the STEAM faculty shortage. This study produced five proven instructional design principles for conducting STEAM education supported by cooperative teaching in primary schools. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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14 pages, 1381 KiB

Open AccessArticle

Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic

by Elizabeth Acosta-Gonzaga and Elena Fabiola Ruiz-Ledesma

Sustainability 2022, 14(16), 10236; https://doi.org/10.3390/su141610236 - 17 Aug 2022

Cited by 8 | Viewed by 3657

Abstract

Due to the COVID-19 pandemic, classes in schools acquired a hybrid learning model. Students took their classes both in person and, at other times, remotely. However, students are currently facing situations that they are not familiar with after a period of two years of confinement due to the COVID-19 pandemic. This emerging model of learning, to which the students had to adapt, not only impacted on their emotions during learning but also influenced their perceptions of their abilities and skills in being able to perform adequately in a situation of uncertainty, which also influenced the degree of academic engagement that they had. This study applied the structural equation modeling technique, using PLS-SEM software, to a sample of 194 students. The results show that their self-efficacy to act in a situation of vulnerability was affected, which is why their negative emotions increased and their positive emotions decreased. This in turn influenced the degree of engagement and effort they invested in developing a school activity. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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19 pages, 1481 KiB

Open AccessArticle

Developing Students’ Attitudes toward Convergence and Creative Problem Solving through Multidisciplinary Education in Korea

by Seong-Won Kim and Youngjun Lee

Sustainability 2022, 14(16), 9929; https://doi.org/10.3390/su14169929 - 11 Aug 2022

Cited by 4 | Viewed by 2244

Abstract

Given the rapid speed at which digital transformation has progressed, social or scientific problems that are difficult to solve using knowledge gained from the existing segmented academic paradigm have emerged. To solve these problems, the need for talent convergence has increased, and Korea has begun to provide convergence education, starting with science, technology, engineering, art, and mathematics (STEAM) education. Convergence education is defined as “education to cultivate knowledge that can solve problems creatively and comprehensively by raising interest and understanding of convergence knowledge, processes, and the nature of various fields related to science and technology”. However, STEAM education faces several difficulties. To overcome these limitations, science, mathematics, and informatics convergence education (SMICE) has been studied, but verifying the effectiveness of SMICE has been difficult. Consequently, this study analyzes the effects of SMICE on middle-school students’ attitudes toward convergence (ATC) and creative problem-solving (CPS) abilities. The subjects of the study were 50 middle-school students who received SMICE and general software (SW) education, and students’ subsequent changes in attitude are analyzed. The results show that students who received SMICE improved their ATC and CPS abilities. In particular, participants’ ATC and CPS scores were higher than those of students who received general SW education. Through this, a multidisciplinary education model is developed focusing on science, mathematics, and informatics, and proves the educational effect of the developed model when applied to classes. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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22 pages, 964 KiB

Open AccessArticle

Impacts on Student Learning and Skills and Implementation Challenges of Two Student-Centered Learning Methods Applied in Online Education

by Lama Soubra, Mohammad A. Al-Ghouti, Mohammed Abu-Dieyeh, Sergio Crovella and Haissam Abou-Saleh

Sustainability 2022, 14(15), 9625; https://doi.org/10.3390/su14159625 - 5 Aug 2022

Cited by 8 | Viewed by 3734

Abstract

Online education became more prevalent during the COVID-19 pandemic in many countries around the world, including the Gulf Cooperation Council (GCC) countries. This study aims at assessing the impacts on learning and skills of two student-centered instructional strategies (problem-based learning (PBL) and just-in-time teaching (JiTT)) used online and their implementation challenges. The PBL and JiTT were implemented in modules taught in various courses delivered at different bachelor’s study levels and disciplines. The research used a mixed design research method. Quantitative data were collected from exam scores and two self-administered surveys. Qualitative data were collected using individual structured interviews. The lecture-based learning method was used for comparisons. A total of 134 students participated in the quizzes and exams, 85 students completed the self-perceived impacts on learning and skills survey, and 82 students completed the implementation challenges survey. Ten students participated in the structured interviews. Tests and survey scores showed that both online PBL and JiTT had significant impacts on students learning and skills and that these effects are consistent across various disciplines. A non-conducive online learning climate, internet connectivity problems, heavy workloads, and time management issues were reported as the implementation challenges. The PBL and JiTT can be considered as effective teaching/learning strategies in online education. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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17 pages, 6190 KiB

Open AccessArticle

Visualizing Source-Code Evolution for Understanding Class-Wide Programming Processes

by Yuta Taniguchi, Tsubasa Minematsu, Fumiya Okubo and Atsushi Shimada

Sustainability 2022, 14(13), 8084; https://doi.org/10.3390/su14138084 - 1 Jul 2022

Cited by 3 | Viewed by 2031

Abstract

The COVID-19 pandemic has led to an increase in online classes, and programming classes are no exception. In such a learning environment, understanding every student’s programming process is mostly impractical for teachers, despite its significance in supporting students. Giving teachers feedback on programming processes is a typical approach to the problem. However, few studies have focused on visual representations of the evolution process of source-code contents; it remains unclear what visual representation would be effective to this end and how teachers value such feedback. We propose two feedback tools for teachers. These tools visualize the temporal evolution of source-code contents at different granularities. An experiment was conducted in which several university teachers performed a user evaluation of the tools, particularly with regard to their usefulness for reviewing past programming classes taught by another teacher. Questionnaire results showed that these tools are helpful for understanding programming processes. The tools were also found to be complementary, with different aspects being highly evaluated. We successfully presented concrete visual representations of programming processes as well as their relative strengths and weaknesses for reviewing classes; this contribution may serve as a basis for future real-time use of these tools in class. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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15 pages, 731 KiB

Open AccessArticle

Students’ E-Learning Domestic Space in Higher Education in the New Normal

by Sálvora Feliz, María-Carmen Ricoy, Juan-Andrés Buedo and Tiberio Feliz-Murias

Sustainability 2022, 14(13), 7787; https://doi.org/10.3390/su14137787 - 26 Jun 2022

Cited by 2 | Viewed by 1680

Abstract

The objective of this study is two-fold. Firstly, to analyse and discover the ability of HE students to use the physical home context for e-learning via ICT during the new normal; and secondly, to ascertain the underlying patterns of the adequacy of such domestic spaces. The authors offer a multidisciplinary approach combining pedagogic, architectural backgrounds with considerable experience in didactics, organization management of education, and ICT applied to education. A qualitative, arts-based research methodology that analyses photographs was used. A total of 220 domestic work environment photographs sent by higher education students were analysed. Results and conclusions show that students are able to attend virtual classrooms in a domestic atmosphere. Bedrooms and studies are usually the most-used spaces. Laptops and smartphones are the most frequent central hubs of student learning sessions. Students use other training resources (desktop computers, tablets, etc.) to supplement the most common digital devices. An intense relationship is observed between Space (bedroom and other rooms) and the Sofa and Beds variables, while a moderate one is observed between Age and Care items. The relationship between other variables is weak or non-existent. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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18 pages, 1323 KiB

Open AccessArticle

Impact of the COVID-19 Confinement on the Physics and Chemistry Didactic in High Schools

by Elena Jiménez Sánchez, Estrella Montes-López and María Jesús Santos Sánchez

Sustainability 2022, 14(11), 6754; https://doi.org/10.3390/su14116754 - 31 May 2022

Cited by 3 | Viewed by 1845

Abstract

Online education due to COVID-19 confinement impacted the use of the Information and Communication Technology (ICT) in Spain, where it was poorly implemented. The aim of this paper was to inspect the methodological changes in Physics and Chemistry teaching during the confinement as well as in the ICT use and the lockdown impact afterwards. For this purpose, an online survey was administered by email to the Physics and Chemistry teachers of three provinces of Spain. Based on the analysis, the most widely used methodology was the traditional one. Still, during the lockdown, its use decreased, and others, such as the flipped classroom, increased significantly. Other adaptations included increasing the use of virtual simulations and self-learning by the student. It can be outlined the incorporation of new tools such as WebQuests, the smartphone, or online education platforms, whose use has continued. The ICT was used for new functionalities such as evaluation or answering student questions. According to the respondents, the lockdown had entailed that they strengthen implementation of ICT. In conclusion, there have been changes that have remained in the Physics and Chemistry didactic and in the ICT use due to the lockdown situation. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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18 pages, 4084 KiB

Open AccessArticle

Case Study of Multi-Course Project-Based Learning and Online Assessment in Electrical Engineering Courses during COVID-19 Pandemic

by Amith Khandakar, Muhammad E. H. Chowdhury, Md. Saifuddin Khalid and Nizar Zorba

Sustainability 2022, 14(9), 5056; https://doi.org/10.3390/su14095056 - 22 Apr 2022

Cited by 13 | Viewed by 3592

Abstract

Due to the COVID-19 pandemic, there was an urgent need to move to online teaching and develop innovative teaching techniques to ensure that student learning outcomes (SOs) were fulfilled. This paper tries to answer the important question of whether an established teaching strategy through a multi-course project-based learning (MPL) approach, along with online assessment techniques, helps in the effective achievement of SOs in a senior-level electrical engineering (EE) course. The authors have developed a course project for attaining the objectives of a senior and a capstone course, where students are registered at the same time. In addition, the course conducts assessments online. The paper reports the effect of the two approaches on the attainment of the SOs of the two courses, along with testing the programming and problem-solving abilities of the students. It is known that the MPL approach enhances the critical thinking capacity of students, which is also a major outcome of Sustainable Development Education (ESD). It was ensured that the project that was used to test the fulfillment of a series of SOs were concentrated on soft engineering and project management skills. The difficulty of adopting the MPL method for the senior-level courses is in the scheduling of the course materials to help the student advance to the final project while also aligning the project towards fulfilling the learning outcomes of the individual course. The study also provides the students with feedback on online assessment techniques incorporated within the MPL. Besides this, the effect of the innovative teaching approaches was compared with the same senior course taught using conventional methods in an earlier semester. Based on the feedback from teachers and students from a previously conducted case study, it was concluded that the MPL approach had supported the student learning. The results of the statistical analysis (Chi-square, two-tailed T statistics and hypothesis testing using a z-test) show that an MPL approach and online assessment improved the attainment of the SOs despite the constraints posed by the pandemic. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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26 pages, 6747 KiB

Open AccessArticle

Compilation of Chemistry Experiments for an Online Laboratory Course: Student’s Perception and Learning Outcomes in the Context of COVID-19

by Guillermo M. Chans, Mireille E. Bravo-Gutiérrez, Angelica Orona-Navar and Elvia P. Sánchez-Rodríguez

Sustainability 2022, 14(5), 2539; https://doi.org/10.3390/su14052539 - 22 Feb 2022

Cited by 8 | Viewed by 3728

Abstract

The COVID-19 pandemic forced a quick change of the teaching styles to online lessons; specifically, experimental classes had to be redesigned to achieve the best possible academic performance within the imposed limitations. This work describes three different approaches: adaptation of a laboratory chemistry course to an online mode, learning proficiency, and students’ perception. First, a compilation of experiments that cover topics from general chemistry at an undergraduate level was included, with activities that can be conducted employing daily-use materials and substances. Next, the learning achieved was estimated, and the grades were related to a domain level of competency acquisition. The results indicated that at least 68% accomplished the highest level. Finally, the perception of the participants about the activities was inquired. The statistical analysis showed a generalized positive attitude towards the mode proposed, an appreciation of having earned meaningful knowledge, and most of the students stated they would recommend the course. Full article

(This article belongs to the Special Issue Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era)

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