An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic

Shelley Rap, Yael Feldman-Maggor, Ehud Aviran, Inna Shvarts-Serebro, Enas Easa, Ella Yonai, Ruth Waldman, Ron Blonder

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


In this Communication paper we describe how a research-based approach was applied in Israel to support high-school chemistry teachers, who continued to teach using technology during the COVID-19 pandemic. Within the TPACK (technological pedagogical content knowledge) framework for teachers' knowledge in technological environments, we developed a questionnaire for chemistry teachers, with the goal to reveal the difficulties they encountered, their needs, and their means for sharing their knowledge, materials, and teaching strategies for online teaching. On the basis of the analysis of the collected data, we provided a research-based response that focused on the teachers' needs when using technology to teach chemistry. Teachers' needs, in terms of their knowledge, skills, and means of support, which were identified in the research and the activities that were developed in order to address them, are presented. We emphasized the research-based process that was applied to address teachers' needs during the pandemic.

Original languageEnglish
Pages (from-to)3278-3284
Number of pages7
JournalJournal of Chemical Education
Issue number9
StatePublished - 8 Sep 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.


  • Computer-Based Learning
  • Distance Learning/Self Instruction
  • High School/Introductory Chemistry
  • Internet/Web-Based Learning
  • Professional Development


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