In Phase III, follow-up interviews were conducted with five teachers who had addressed the COVID-19 crisis as SSI. They discussed why they explored the scientific and societal aspects of the COVID-19 crisis with their students and gave details of how they carried out these lessons. The sub-themes identified in the surveys (see Table 1) were used to support thematic analysis of the interview transcripts to form final themes that were consistent across the entire data set. Four themes were identified from the interviews. They are as follows: As part of the curriculum, Project work and research, Classroom discussion; Health, wellbeing and hygiene.
Theme 1: as part of the curriculum
The teachers described how they explored the COVID-19 crisis as part of the lower and upper secondary Irish curriculum. The following excerpts reveal how each teacher dealt with the SSI.
Science, biology, maths, or SPHE (Social, Personal and Health Education). Exponential growth was as a maths concept and the concept in microbiology … they could link what they had learned about exponential growth to the implications for the health system, now for society. The seniors were under pressure, with the Leaving Certificate Biology so even to get a little bit of revision in about DNA and RNA, because these are all the things they were hearing in the media, so I said, kind of a good time to make their biology seem relevant. (Teacher 1, Interview, 05/29/2021)
Teacher 1 described the subjects where SSI aspects of the COVID-19 crisis could be taught within the prescribed curriculum, including: lower secondary science, upper secondary biology, maths and Social, Personal and Health Education (SPHE). They noted difficulties with the limited time available within the curriculum, with being “under pressure” with the senior biology curriculum. They resolved this by identifying the aspects of the course that were “relevant” to learning about the COVID-19 crisis.
We did it with the seniors on their [biology] course. They actually have to study the virus, and how viruses work. Not that it's on the curriculum for the first years but I did do it with first years because it's society, and how science works. (Teacher 2, Interview, 05/28/2021)
Teacher 2 identified that SSI aspects of the COVID-19 crisis could be taught within upper secondary biology curriculum, namely learning about “the virus, and how viruses work”. Furthermore, they described their choice to address the COVID-19 crisis with first year students in lower secondary science, despite it not being “on the curriculum”. Teacher 2 took the opportunity to explore SSI with these students because it was related to the relevant issue of societal implications of science.
I let them explore what a virus was earlier than we normally would have, whereas normally you would do microbiology later on in second year or third year. The challenge was that we were getting very little of anything else covered … but I think it was worth it. I have an Agricultural science class, fifth and sixth year. They were very interested in the vaccine and interested in what's going to happen next., interested in the pandemic globally … Linking it to zoonotic and notifiable diseases. (Teacher 3, Interview, 05/24/2021)
Teacher 3 described changing the order in which topics were taught to allow for exploration of the COVID-19 crisis. They did this by encouraging students to “explore what a virus was earlier than we normally would have” in lower-secondary science classes. They incorporated the COVID-19 crisis into upper secondary Agricultural Science classes by “linking it to zoonotic and notifiable diseases”. They noted difficulties with addressing the COVID-19 crisis within the time available within the science curriculum, stating that they were “getting very little of anything else covered”. However, Teacher 3 noted that the benefits outweighed the drawback, stating that “it was worth it”.
I didn’t have a biology group, I had chemistry … give them the background science in a way that's more chemistry focused just to bring in the usefulness of chemistry. Sometimes when you're teaching a senior group you're just trying to hammer through the course. (Teacher 4, Interview, 05/27/2021)
Teacher 4, a chemistry teacher, stated that they incorporated exploration of SSI into upper secondary chemistry classes by giving them the background science of the COVID-19 crisis in a “chemistry focused” way. They noted time pressures within the senior curriculum, therefore “trying to hammer through the course”.
5th year Biology: Applied the Scientific Method to COVID-19. 6th year Biology: Discussed COVID-19 when studying the virus chapter. Assessing student learning as per the learning outcomes of the syllabus. (Teacher 5, Interview (written response via email), 05/24/2021)
Teacher 5’s stated that they explored the SSI aspects of the COVID-19 crisis in upper secondary biology while applying the scientific method and learning about viruses. They were able to assess student learning as part of this by following the learning outcomes of the curriculum.
Summary
The five teachers stated that they explored the COVID-19 crisis as part of the lower and upper secondary Irish curriculum. The teachers described how they identified where SSI aspects of the COVID-19 crisis could be taught within the prescribed curriculum in a range of subjects including: lower secondary science; upper secondary biology, chemistry and agricultural science; mathematics; and SPHE. They described changing the way or the order in which topics were taught to allow for timely exploration of the COVID-19 crisis. Teachers noted difficulties with addressing the COVID-19 crisis within the limited time available for covering the curriculum and this was particularly apparent in upper secondary level science. For example, “under pressure” (Teacher 1), “trying to hammer through the course” (Teacher 4). Teacher 2 described their choice to address the COVID-19 crisis despite it not being on the curriculum. However, Teacher 3 indicated that the benefits of exploring the COVID-19 crisis with students outweighed the negatives.
Theme 2: project work and research
Four out of the five teachers interviewed described how they facilitated students to explore the COVID-19 crisis through project work and research, in a variety of ways. Teacher 2 expressed that they did not facilitate project work or research. The following excerpts reveal how each teacher dealt with the COVID-19 crisis as SSI.
There was a lot of fake news … so really we need to get the science of this and give them the tools so that they could understand some of what was happening … sending them off to do a little bit of research and write a summary about what you found, to get that kind of digital literacy and where to go for good information. (Teacher 1, Interview, 05/29/2021)
Teacher 1 described facilitating students to “research” the scientific and societal aspects of the COVID-19 crisis. Teacher 1 described this as giving the students the “tools” in “digital literacy” to empower them to “understand some of what was happening”, and critical skills to be able to identify “fake news”.
No, I didn't go down the project route. Some teachers will have students making posters and projects about COVID-19. For me, the thought of sitting down and doing a project on it, I just didn't see that they’d have any interest. No, just the classroom discussion. (Teacher 2, Interview, 05/28/2021)
Teacher 2 stated that they did not facilitate project work or research on the SSI aspects of the COVID-19 crisis. They noted that they “didn’t go down the project route” and justified this by noting that they didn’t think the students would “have any interest”. Instead, teacher 2 facilitated “classroom discussion”.
We were looking up media reports to see where to get your information. I gave them the websites. I said this is where you get your information from, don't be looking just anywhere. So they took it all done in their journals. I was saying to them was that helpful? Did you look up anything? Did you find out anything?
We did an experiment. They put oil on their hands and they try to wash it off with cold or warm or soapy water or hand sanitizer. We did a little bit 1of work around that and figuring out why it works.
They learned the scientific method. They learned about society. They learned how science and society works for their benefit. They'll be able to apply that knowledge to anything going forward. (Teacher 3, Interview, 05/24/2021)
Teacher 3 gave details about how they facilitated project work and research in a variety of ways. Teacher 3 described facilitating students to research by “looking up media reports” and “websites” that were reliable rather than “looking just anywhere”. As part of project work, Teacher 3 described facilitating an “experiment” comparing how effectively oil can be removed from hands using “cold or warm or soapy water or hand sanitiser”, “figuring out why it works”, and comparing this to methods of reducing transmission of the COVID-19 virus. Teacher 3 noted that they focused on “the scientific method” and how students would be able to apply the scientific method to “anything” relating to the COVID-19 crisis in society going forward.
At points where there would have been a breakthrough, occasionally, I might have thrown up the PowerPoint with a little bit of information or reference to one or two good articles, and I would have referenced quite a bit … or I might send them a link to an article through Google classroom. (Teacher 4, Interview, 05/27/2021).
Teacher 4 briefly described facilitating students to engage with research on the COVID-19 crisis by providing examples of “good articles” for students to engage with.
Applied the Scientific Method to COVID-19 / Understand the steps of the Scientific Method with a real life current example; [Exploring] studies from the Internet; Information about COVID-19 was subject to change and students needed an awareness of this. (Teacher 5, Interview (written response via email), 05/24/2021)
Teacher 5 described encouraging students to engage with research on the COVID-19 crisis, e.g. “studies from the internet”. They also described how they encouraged students to apply the scientific method to the COVID-19 crisis by understanding the “scientific method with a real life current example”. They noted that they promoted student awareness that due to the fast paced nature of this real life example, information about the COVID-19 crisis “was subject to change”.
Summary
Four of the five teachers described how they facilitated students to explore the COVID-19 crisis through project work and research, in a variety of ways. Teachers 1, 3, 4 and 5 described facilitating students to conduct “research” (Teacher 1), e.g. “looking up media reports” (Teacher 3) or engage with research on the COVID-19 crisis, e.g. “studies from the internet” (Teacher 5). However, Teacher 2 stated that they did not “go down the project route” (Teacher 2). Teacher 3 described facilitating an “experiment” comparing how effectively oil can be removed from hands using “cold or warm or soapy water or hand sanitiser” and “figuring out why it works” (Teacher 3).
Theme 3: classroom discussion
All five teachers described how they used classroom discussion as a way to explore the scientific and societal aspects of the COVID-19 crisis. The following excerpts illustrate how the teachers explored the SSI.
We had loads of informal discussion about what was happening. There was a lot of spontaneous, directed class discussion … The biggest challenge I found as a teacher was managing discussion. So, when it would start to kind of go into fake news, and even racism, and stuff like that. So just trying to keep a lid on, anything that was offensive.
I mainly saved the class discussion for when we returned face to face. And it was easier. We had some discussions online but it was easier to have the challenging discussions when we were in school. (Teacher 1, Interview, 05/29/2021)
Teacher 1 described including “informal” and “spontaneous” discussion about the COVID-19 crisis. They described their main challenge as “managing discussion”, balancing the need for open discussion with limiting “offensive” comments, giving examples such as “fake news” and “racism”. For these reasons, Teacher 1 indicated that while they did have some discussions online during emergency school closures, they mainly conducted these discussions during F2F teaching.
They were obviously very interested, and it came across they actually wanted to know more … then I genuinely stopped doing any more teaching and asked them for their questions, because they had absolutely loads … I went along the approach to drive their conversations as part of the lesson that I would teach … I let them lead us, which is probably why they were so interested in it, which would be more different than I would normally do … They were quite open with their conversation … The benefit I can see was that they understood more of what was actually happening in the world. (Teacher 2, Interview, 05/28/2021)
Teacher 2 described making time for class discussion, based around students leading the direction of conversation, by allowing students to voice their questions rather than direct teaching. Teacher 2 noted that this benefited the students by increasing their understanding of the COVID-19 crisis globally.
Trying to get that information out there to them, to show them that they can have some control and some impact. I would discuss the numbers with them, nearly daily, when the numbers were coming out, daily, of infections. (Teacher 3, Interview, 05/24/2021)
Teacher 3 included daily discussion of the COVID-19 crisis in their lessons. Their aim was to provide information and increase students’ understanding of the numbers of infections. This worked to empower students to feel more in control of the situation and value their personal ‘impact’.
I approached it a little bit more informally. So anytime there would be a major event related to the science, vaccine or something from government, I would give a few minutes in class to discuss. They wanted to discuss the issues and some of them were actually quite blunt about how the government was managing things and how they felt society was or wasn't doing things correctly … They were unsure of the science and were looking for clarification from a trusted source … Having a more rational scientific discussion about what's factual, what’s scientific and just getting used to the idea of scientifically judging information as it comes across and we would have a little bit of discussion.
I didn't want the students to feel this was something that had to be correct or incorrect. I wanted the discussion to be a bit more free-flowing. In the discussion I may pick up, in a pastoral sense, what was going on. They're not getting the opportunity at home, because maybe their parents aren’t scientifically inclined and maybe they're hearing so many different things from different sources. (Teacher 4, Interview, 05/27/2021).
Teacher 4 described in detail how they facilitated informal discussion relating to the COVID-19 crisis. They noted that each time new developments arose in the fast-paced and contemporary SSI context they would facilitate a discussion, i.e., “Anytime there would be a major event”. Teacher 4 discussed aspects of “the science”, government responses, development of the vaccine, how society in general was responding to the crisis. They aimed to focus on “free-flowing”, “rational, scientific discussion” while also encouraging students to appreciate the nuance of the situation, i.e. not “correct or incorrect”. Teacher 4 noted that one benefit for students was to get their information from a “trusted source” and “clarification” of the science. This worked to improve students’ capacity to judge the information while they were exposed to “so many different things from different sources”. For Teacher 4 noted that they were able to “pick up, in a pastoral sense, what was going on” with the students and monitor students’ wellbeing through these discussions.
Discussed COVID-19 when studying the virus chapter. Scientific theory explained through a real life current example. (Teacher 5, Interview (written response via email), 05/24/2021)
Teacher 5 briefly discussed classroom discussion of the COVID-19 crisis. They noted that the discussions were linked to the biology curriculum area of viruses and they used the real-life example of the COVID-19 virus.
Summary
All five teachers described how they used classroom discussion as a way to explore the scientific and societal aspects of the COVID-19 crisis. This included “informal”, “spontaneous” (Teacher 1) discussion; answering students’ questions; and discussions of related curricular content, e.g. “when studying the virus chapter” (Teacher 5). Teacher 2 described challenges with facilitating these discussions, e.g. “The biggest challenge I found as a teacher was managing discussion … just trying to keep a lid on, anything that was offensive” (Teacher 1), “Students … relatives that would have had the virus … parents that are extremely ill. I suppose you had to bear that in mind and not go overboard.” (Teacher 2). Teacher 1 indicated that they mainly conducted these discussions during F2F teaching, rather than online due to the challenging nature of these discussions.
Theme 4: health, wellbeing and hygiene
The teachers who were interviewed discussed how exploration of the COVID-19 crisis as SSI in their science classes contributed positively to students’ health, wellbeing and hygiene. The following excerpts reveal how these teachers dealt with the SSI.
They were very stressed about the big unknown and [we were] just trying to have a discussion … well this is what the science knows. (Teacher 1, Interview, 05/29/2021)
Teacher 1 briefly discussed how the COVID-19 crisis had impacted students’ wellbeing causing them to be “very stressed”. They attempted to reassure students by “trying to have a discussion” about “what the science knows”.
Deeper understanding of the reasons why we want them to wash their hands and not party and gather in groups.
Students in the room had relatives that had the virus and parents that are extremely ill. I suppose you had to bear that in mind and not go overboard. I think the biggest thing for the students was, they just felt so alone. You can actually see it on them, just the despair, when is this going to end and is there an ending? I was trying to give them the positivity that one day we will get past this and get through this. (Teacher 2, Interview, 05/28/2021)
Teacher 2 discussed the negative impact on the students’ wellbeing, referring to students feeling isolated (“alone”) and in “despair”. Teacher 2 aimed to give students a more positive outlook and provide hope that “that one day we will get past this and get through this”. Teacher 2 also noted benefits to students’ hygiene by developing their understanding of the “the reasons why we want them to wash their hands” in terms of transmission of the COVID-19 virus. Teacher 2 also aimed to increase students’ understanding of the rationale behind physical distancing in schools and society (“not party and gather in groups”).
I think they understood it more and it took the fear out of it. We were saying, what can you control? It feels like it's all out of our control, but which part of this is in our control. So, washing our hands, cleaning our desk. (Teacher 3, Interview, 05/24/2021)
Teacher 3 discussed how they empowered students to feel more in “control” and take some of the “fear” away by encouraging them to see what steps they could take to protect themselves against COVID-19 infection (“washing our hands, cleaning our desk”).
I was cautious about overdoing anything on COVID because the students are getting saturated with it … I didn't want to create an echo chamber in the classroom where their worries amplified … I think the students felt a little bit more relaxed about discussing it.
Fully explaining why hand washing and sanitizing were really, really important … We had quite a bit of info about risk and assessing risk. (Teacher 4, Interview, 05/27/2021).
Teacher 4 aimed to take a “cautious” approach to exploring the COVID-19 crisis. They felt that students were already overly exposed to talk about COVID-19 and that there was a risk of creating more worry amongst the students. However, teacher 4 noted that the students benefited from discussion of the COVID-19 crisis by feeling “a little bit more relaxed”. They also felt that students’ understanding of the importance of hygiene in relation to virus transmission was improved, referring to “hand washing and sanitizing were really, really important”.
Teacher 5 did not discuss the theme Health, wellbeing and hygiene.
Summary
The teachers who were interviewed discussed the negative impacts of the COVID-19 crisis on students’ wellbeing. They noted how exploration of the COVID-19 crisis as SSI in their science classes contributed positively to students’ health, wellbeing and hygiene. They discussed benefits to students’ wellbeing e.g., “Students felt a little bit more relaxed about discussing it” (Teacher 4) and removed some of the “fear” (Teacher 3). They noted that by exploring the COVID-19 crisis students had improved their understanding of the importance of hygiene and sanitization, empowering students to better protect themselves against virus transmission (WHO, 2020).