{'fraction_non_alphanumeric': 0.020047169811320754, 'fraction_numerical': 0.0047169811320754715, 'mean_word_length': 5.792, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Pivoting an In-Person Multiplatform Science Program to a Virtual Program during a Pandemic: Lessons Learned

Abstract:School closures because of natural phenomena, such as COVID-19, underscore long-standing gaps in access to science education in the United States of America, particularly for young students. When educators have to pivot to deliver virtual instruction, it is important to identify feasible remote learning strategies for science content across formal and informal learning environments. This article discusses two evaluation studies of a multiplatform science learning program was originally developed for an in-person, formal learning environment that was modified based on infrastructure, preparations, and resource availability to meet the needs of distance learning in formal and informal learning environments due to COVID-19.