ABSTRACT:
In a previous study on the students engagement in a physics course in a federal public school, restructured for Emergency Remote Teaching (ERT) due to the COVID-19 pandemic, was pointed out evidences of student engagement in the cognitive-behavioral dimensions (e.g., participation and commitment to study strategies) and emotional (e.g., positive reactions and identification with the school and the themes studied). Based on the reflections risen up during the referee process of the mentioned research, two discussions are expanded in this paper: different theoretical perspectives and indicators of the engagement construct; and factors that can influence student engagement in the ERT.
Key words:
COVID-19; Emergency Remote Learning; Engagement