Recently, there has been a significant interest in the possibility of continued disruption to school learning due to the spiraling COVID-19 crisis worldwide. Consequently, online learning has been widely adopted. However, in the least- and medium-developed countries like Kenya, the digital learning models used particularly for science-based courses have either been superficial or ambiguous, making it difficult for students to properly grasp concepts. Conducting online lectures of STEM subjects, without providing simulations and experimental learning experiences, is defective, since such an approach does not appreciate the inherent uncertainty concerns in science education. Besides, delivering only theoretical virtual lectures without integrating students' ideas may be ineffective. The approach masks certain skills that are important for proper interpretation of scientific concepts. This paper presents a framework to examine the detrimental impacts of the COVID-19 crisis on science education and also an out-of-class learning framework that addresses some of the uncertainties. The proposed framework consists of four blocks: (i) a theoretical virtual lecture model that impacts the basics of the scientific concept to be studied; (ii) simulation model to stimulate the understanding of the experimental concept; (iii) a home-based experimental model that propagates the understanding between (i) and (ii); and (iv) an interactive feedback model attributed to the proportion of the home-based experimental activity outcomes to model assumptions and objective values. This structure can be of great benefit to students as it incorporates key tenets of interest to the future for learning of science outside the classroom.

中文翻译：

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当前的COVID-19危机对肯尼亚的科学教育产生负面影响：我们如何确定在线科学学习框架的有效性？

近来，由于全球COVID-19危机不断加剧，学校学习受到持续干扰的可能性引起了人们的极大兴趣。因此，在线学习已被广​​泛采用。但是，在像肯尼亚这样的最不发达国家和中等发达国家中，专门用于基于科学的课程的数字学习模型要么是肤浅的，要么是模棱两可的，这使学生难以正确掌握概念。在不提供模拟和实验学习经验的情况下进行STEM主题的在线讲座是有缺陷的，因为这种方法无法理解科学教育中固有的不确定性。此外，仅提供理论虚拟讲座而不整合学生的想法可能是无效的。该方法掩盖了某些技能，这些技能对于正确解释科学概念很重要。本文提出了一个框架，以检验COVID-19危机对科学教育的不利影响，以及一个解决某些不确定性的课外学习框架。拟议的框架包括四个部分：（i）一个理论虚拟的演讲模型，该模型会影响要研究的科学概念的基础；（ii）模拟模型，以激发对实验概念的理解；（iii）在（i）和（ii）之间传播理解的基于家庭的实验模型；（iv）交互式反馈模型，该模型归因于以家庭为基础的实验活动结果在模型假设和目标值中所占的比例。