Learning Science Teaching by Taking Advantages of Lesson Study: An Effective Form of Professional Development

Abstract

It is important to enhance pre-service science teachers’ pedagogical content knowledge (PCK) during teacher education programs. As an alternative, this research aims to investigate whether participating in a lesson study enriched with content representation contributes to pre-service science teachers’ PCK improvement in the heat and temperature topic. Three pre-service science teachers participated in the study. The study can be localized under the instrumental case study approach. Semi-structured interviews, content representations, observations, and field notes were used as sources of data collection. Results assert that participants’ science teaching orientations did not change a lot, participants improved in terms of knowledge of curriculum and knowledge of learner components of PCK, and participants improved in terms of knowledge of instructional strategies and knowledge of assessment components of PCK excluding subject-specific strategies dimension of the former, and what and why to assess dimensions of the latter. This study has several implications for teacher educators and science education research.

From competition to collaboration: Unraveling teachers’ lesson study experiences

“…Boonsena, et al [29] claimed that the designed lessons are made efficacious in meeting the expectations of every student in a higher mechanism. Can [8] and Royce [31] claim that the teacher-implementers improved their knowledge on instructional strategies and assessment components. Similarly, teacher B and J explicated that the LS is beneficial to the students due to the optimized teaching-and-learning activities.…”

“…Similarly, teacher B and J explicated that the LS is beneficial to the students due to the optimized teaching-and-learning activities. Teachers D, H, and I came to realize that the lesson is fortified with activities that promote better learning outcomes [8], [31], [33].…”

“…Lesson Studies are modelled to produce learners in a practiced community of inquiries as teachers are tasked to collectively research and plan a lesson for the purposes of improving instructional practices in observable norms and practices [5], [6], [37], [38]. Purportedly, this practiced community of inquiry holds the following tenets as measures of inquiry-based science teaching effectiveness [8], [12], [26], [28]: 1) It boosts the school science learning procedures in terms of students' activeness, learning motivation, and engagement in scientific investigations; 2) It improves the process skills of the student-learners, i.e., observing, measuring, classifying, interpreting, data analysis, experimenting, and communicating; and 3) It improves observable qualitative behavior and attitude of students towards the subject.…”

Implementasi Pembelajaran STEM Berbasis Lesson Study Untuk Melatih Kemampuan Berpikir Kreatif Siswa

“…Kegiatan lesson study ini dapat meningkatkan kesiapan guru dalam melakukan proses pembelajaran. Pembelajaran Lesson Study membantu guru menemukan kelemahannya, terutama dalam keterampilan mengajar, sehingga dapat ditingkatkan pada pertemuan berikutnya (Supranoto, 2015;Can, 2019). Dengan kegiatan lesson study pembelajaran yang direncanakan oleh tim lesson study secara matang berdampak baik terhadap kemampuan berpikir kreatif siswa, mereka bisa belajar secara mandiri dan mampu memecahkan permasalahan lingkungan dengan membuat suatu project yang diyakin mampu mengatasi permasalah lingkungan di sekitar maupun untuk kehidupan siswa kedepannya.…”

Desarrollo profesional docente sobre el conocimiento pedagógico del contenido en profesores de ciencias: una revisión sistemática de la literatura

“…Además, tiene en cuenta aspectos como el currículo, la evaluación y los procesos de instrucción (Hewson, 2007). Se ha abordado con el propósito de reconocer aspectos como las creencias de los docentes (Alrwaythi & Al-Otaibi, 2020; de Sá Ibraim & Justi, 2021) la autoeficacia (Liepertz & Borowski, 2019;Ogodo, 2019) y la generación de procesos de reflexión de la práctica pedagógica (Belge Can, 2019).…”