Responding to a Global Pandemic - The Role of K–12 Science Teachers - Technical Report

Oct 15, 2026

Uploaded by Damian

A technical report examines how K–12 science teachers respond to COVID-19 as a global pandemic and how student questions shape classroom information needs. Grounded in the Theory of Planned Behavior, the study investigates where teachers obtain COVID information, which resources they find most useful, and what they lack. It also analyzes factors influencing whether and how teachers address COVID in instruction, including adaptations and similarities or differences from typical teaching.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages114

Reading Time4 h 47 min

AccessFree to download

Acknowledgements

Introduction

The Theory of Planned Behavior

Methodology

Instrument Development

Study Recruitment

Data Collection and Sample Reduction

Data Analysis

Organization of this Report

Findings

Sources of Information about COVID

Teaching About COVID

Student Engagement

Teacher Decision Making

Teacher Vignettes

Summary

Appendices

Responding to a Global Pandemic: The Role of K–12 Science Teachers Technical Report Peggy J. Trygstad P. Sean Smith Laura M. Craven With: Anna D. Bruce Aisha D. Sykes October 2021 TABLE OF CONTENTS Page Acknowledgements ......................................................................................................................... v Introduction ..................................................................................................................................... 1 The Theory of Planned Behavior .................................................................................................2 Methodology ................................................................................................................................... 4 Instrument Development ..............................................................................................................4 Study Recruitment .......................................................................................................................5 Data Collection and Sample Reduction .......................................................................................5 Data Analysis ...............................................................................................................................6 Organization of this Report..........................................................................................................8 Findings......................................................................................................................................... 10 Sources of Information about COVID .......................................................................................10 Teaching About COVID ............................................................................................................ 16 Student Engagement ..................................................................................................................38 Teacher Decision Making ..........................................................................................................39 Teacher Vignettes ......................................................................................................................48 Summary ....................................................................................................................................... 69 Appendices Horizon Research, Inc iv October 2021 ACKNOWLEDGEMENTS This report is based on work supported by the National Science Foundation under Grant No. DRL–2027397. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. INTRODUCTION Across the US, tens of thousands of science teachers have been doing their best to answer student questions about coronavirus and COVID-19 .1 For biology/life science teachers, the moment presents a powerful opportunity to engage students in the science of viruses and how to prevent their transmission. But it is not just biology teachers who have been fielding student questions. It is also high school chemistry and physics teachers, middle school general science teachers, and elementary teachers. The vast majority ofK–12 students interact with a science teacher daily or almost daily, much more frequently than with a health professional. Thus, when a global health crisis emerges, students of all ages turn to their science teachers for information and, at times, reassurance. In this way, science teachers become a critical part of the nation’s response to a public health crisis. In the spring of 2020, Horizon Research, Inc. (HRI) received support from the National Science Foundation to study how science teachers respond when urgent science-related issues such as COVID emerge and what guides their responses to these issues. The study address

FAQs

What research questions guide the study on K–12 science teachers and COVID?

The study asks where teachers get COVID information and which resources they find most useful, what factors influence whether and how teachers address COVID, and how teachers adapt their instruction in response to COVID-related topics.

Why is the Theory of Planned Behavior used in this report?

The report uses the Theory of Planned Behavior to frame how teachers’ beliefs relate to decisions about addressing COVID in instruction during a public health crisis.

How does the report describe the role of science teachers during a health crisis?

It emphasizes that K–12 students frequently turn to science teachers for information and reassurance, making teachers an important part of the nation’s response by disseminating accurate, real-world information.

Oct 15, 2026

Uploaded by Damian