The Use of Common E-Learning Tools towards State (Degree) of Scientific Literacy in Greek Second Chance Schools (SCS), during the First Wave of the COVID-19 Pandemic

Abstract

Introduction: Reforming measures imposed by the COVID-19 pandemic in the Greek educational System, during the academic year 2020-2021 led to the implementation of distance learning in Second Chance Schools, for the first time. Trainers and trainees of Second Chance Schools, faced certain difficulties, with the arrival of the first COVID-19 wave, in March, April, May 2020 in Greece, being almost unprepared to use distance learning courses contemporary technologies aiming at provision and attendance. Purpose: To investigate and analyze the process of provision of synchronous and asynchronous distance learning of the scientific literacy trainers of Greece’s Second Chance Schools, as well as, the trainers’ opinion based on their individual-professional characteristics. Method: The use of a properly structured questionnaire, which was distributed among the scientific literacy trainers of the Second Chance Schools of Greece , was followed. The questionnaire was divided in three different groups. The interrelation between the variables (factor analysis) was investigated, while the most important data were re-investigated using the x 2 (chi-squared). Results: 58.1% of the trainers used webex platform for the synchronous distance learning, with the 56.5% having educational experience in Second Chance Schools ranging 0 to 6 years ( p < 0.01). 48.4% used the “share screen” tool ( p < 0.01), 46.8% used the “raise hand” tool ( p < 0.01) and 22.6% “presenter rights provision to the trainees” ( p < 0.01). 64.5% provided asynchronous distance learning via e-mail and 45.2% provided asynchronous distance learning with “delivery and acceptance of material to the Second Chance Schools”, 32.3% of which works in urban region Second Chance Schools ( p < 0.01). 36% agree d with the statement that “scientific literacy cannot be taught properly in distance learning”, with the 27.9% attributing it in the “interrupted partake of the trainees” ( p < 0.01) and 21.3% in the fact that “trainees are not fully accustomed to the technology” ( p < 0.01). 43.5% disagree d with the statement that “distance learning covers sufficiently the curriculum which would be taught in person”, with the 21.0% not having Informatics and Communication Technology (ICT) certificate ( p < 0.05). Conclusion: The vast majority of the scientific literacy trainers that took part in the synchronous distance learning, in Second Chance Schools, are not pleased by the distance learning of scientific literacy in comparison with the adequacy and apprehension of the curriculum that would be taught in person.