Pressure from the pandemic: Pedagogical dissatisfaction reveals faculty beliefs

Abstract

Adapting to remote laboratory instruction as a consequence of the COVID-19 pandemic put chemistry instructors under a great deal of pressure. This extraordinary context may have forced instructors to make instructional decisions that were inconsistent with their espoused beliefs about teaching and learning chemistry, resulting in a feeling of deep pedagogical dissatisfaction. In this commentary, the author will describe the instructional decisions made relative to a large general chemistry laboratory course, and reflect on the degree of alignment between the instructor's beliefs and practices in two iterations of the course during the pandemic.