Implementation of Transcript Based Lesson Analysis (TBLA) on Pre-Service Science Teachers‘ Scientific Literacy and Argumentation Skills

Abstract

This study aims to analyse pre-service science teachers' scientific literacy and argumentation skills by using the TBLA method in implementing lesson study. This study is a descriptive qualitative research that analyse the communication designs appear in teaching and learning process by using students' scientific literacy and argumentation skills worksheet. The sample was selected using purposive sampling technique. The data were collected using observer field notes and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words expressed by students and lecturer. The frequency of keywords appeared in learning science was fully considered. The data were converted into graphs. The classroom conversations were dominated by the lecturer in the first cycle of lesson study. However, in the second cycle of the lesson study, the communication designs of lecturer-student-student were mostly carried out in the classroom. The lecturer applied a larger student-centered activity pattern as a result of learning reflection and redesign in the first cycle. The results imply that TBLA is an effective method to reflect on teaching implementation and students' learning activities in order to improve teaching and learning process for better instructional practices.