{"id":104833,"date":"2023-12-26T14:25:08","date_gmt":"2023-12-26T11:25:08","guid":{"rendered":"https:\/\/azbuki.bg\/?p=104833"},"modified":"2023-12-26T14:25:08","modified_gmt":"2023-12-26T11:25:08","slug":"integrating-primary-source-analysis-in-remote-teaching-of-earth-and-environmental-science-during-the-covid-19-pandemic","status":"publish","type":"post","link":"https:\/\/azbuki.bg\/en\/uncategorized\/integrating-primary-source-analysis-in-remote-teaching-of-earth-and-environmental-science-during-the-covid-19-pandemic\/","title":{"rendered":"Integrating Primary Source Analysis in Remote Teaching of Earth and Environmental Science During the COVID-19 Pandemic"},"content":{"rendered":"<p><strong>Irina Kopteva<\/strong><br \/>\n<em>Geography and Environmental Studies Department<\/em><br \/>\n<em>University of Colorado at Colorado Springs(USA)<\/em><\/p>\n<p><a href=\"https:\/\/doi.org\/10.53656\/nat2023-3-4.04\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.53656\/nat2023-3-4.04<\/a><\/p>\n<p><strong>Abstract.<\/strong> The COVID-19 pandemic disrupted learning, and obstructed social connections and spatial awareness. To rectify, an interdisciplinary curriculum integrated remote teaching of earth and environmental science with primary source analysis. Two professional development workshops trained 20 teachers and librarians who designed 17 cross-curricular activities for 540 students. In semi-structured interviews, the participants reflected that primary source analysis engages students in active learning and inquiry, develops critical thinking, provides multiple perspectives, and advances spatial skills by investigating real-world situations. Teachers concluded that teaching with primary sources enhances instruction and saves their time because activities can be adapted for any mode of instruction.<br \/>\n<em>Keywords:<\/em> primary sources, remote education, professional development, cross-curricular activities<\/p>\n<a href=\"https:\/\/azbuki.bg\/en\/member-login\/\">Log in to read the full text<\/a>","protected":false},"excerpt":{"rendered":"<p>Irina Kopteva Geography and Environmental Studies Department University of Colorado at Colorado Springs(USA) https:\/\/doi.org\/10.53656\/nat2023-3-4.04 Abstract. The COVID-19 pandemic disrupted learning, and obstructed social connections and spatial awareness. To rectify, an interdisciplinary curriculum integrated remote teaching of earth and environmental science with primary source analysis. Two professional development workshops trained 20 teachers and librarians who designed [&hellip;]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"template":"1","single_blog_custom":"","parallax":"1","fullscreen":"1","layout":"right-sidebar","sidebar":"default-sidebar","second_sidebar":"default-sidebar","sticky_sidebar":"1","share_position":"bottom","share_float_style":"share-monocrhome","show_share_counter":"1","show_view_counter":"1","show_featured":"0","show_post_meta":"1","show_post_author":"0","show_post_author_image":"1","show_post_date":"0","post_date_format":"default","post_date_format_custom":"Y\/m\/d","show_post_category":"1","show_post_reading_time":"1","post_reading_time_wpm":"300","show_zoom_button":"1","zoom_button_out_step":"2","zoom_button_in_step":"3","show_post_tag":"1","show_prev_next_post":"1","show_popup_post":"1","number_popup_post":"3","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"crop-500","single_post_gallery_size":"crop-500"}],"trending_post":"0","trending_post_position":"meta","trending_post_label":"Trending","sponsored_post":"0","sponsored_post_label":"Sponsored by","sponsored_post_name":"","sponsored_post_url":"","sponsored_post_logo_enable":"0","sponsored_post_logo":"","sponsored_post_desc":"","disable_ad":"0"},"jnews_primary_category":{"id":"","hide":""}},"categories":[1],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Integrating Primary Source Analysis in Remote Teaching of Earth and Environmental Science During the COVID-19 Pandemic - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/science.azbuki.bg\/uncategorized\/integrating-primary-source-analysis-in-remote-teaching-of-earth-and-environmental-science-during-the-covid-19-pandemic\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Integrating Primary Source Analysis in Remote Teaching of Earth and Environmental Science During the COVID-19 Pandemic - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"Irina Kopteva Geography and Environmental Studies Department University of Colorado at Colorado Springs(USA) https:\/\/doi.org\/10.53656\/nat2023-3-4.04 Abstract. The COVID-19 pandemic disrupted learning, and obstructed social connections and spatial awareness. To rectify, an interdisciplinary curriculum integrated remote teaching of earth and environmental science with primary source analysis. 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