Lesson study as a fundamental situation for the knowledge of teaching

Clivaz, Stéphane

doi:10.1108/ijlls-03-2018-0015

Cited by 15 publications

(14 citation statements)

References 29 publications

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“…During this activity, the situation was calmer compared to the first meeting since there were no longer students who walked back and forth from the class front to observe the contents of the folding poster media provided by the teachers. The learning-teaching process should provide more time in order to let students discussing one another (Clivas, 2018). Each group was persistent in finishing the Student Work Paper (LKPD) at their own groups.…”

Section: Resultsmentioning

confidence: 99%

Collaboration of the Ethnobotany Materials With the Environmental Care Attitude of Students

Marlina

Irwanti

Syamswisna

et al. 2020

JPMIPA

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One of the traditional utilization forms using diverse plants was a self-care ritual, which was anciently previously found in the tradition performed by women in the Qadriyah Palace of Pontianak Sultanate. The self-care ritual was aimed to treat either health-related problems or common diseases. Therefore, this ethnobotany study of the women self-care ritual was purposely implemented through a folding poster media in the tenth-grade sub-material of Senior High Schools, regarding the utilization of biodiversity in the field of cosmetics and medicines. The learning activity was collaboratively carried out with the teachers, so that students can recognize and preserve the varieties of beneficial plants in their environmental surroundings. The class selected as the subject of this study was class of X IPA 2. The collaborative learning process took place in two meetings; beginning with plan 1, performance 1, reflection 1; and plan 2, performance 2, and reflection 2 simultaneously in each meeting, with a duration of 90 minutes. The first cycle successfully implemented the ethnobotanic self-care-based folding poster media, previously performed by women in the Qadriyah Palace of Pontianak Sultanate’s environment, which had previously been validated by lecturers and teachers and was declared fit for use. Meanwhile, in the cycle 2, the media used was a flipbook. The results showed that collaborative learning using ethnobotany-based media can promote an environmental caring attitude amongst the tenth-grade students of SMAN 10 Pontianak.

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Section: Resultsmentioning

confidence: 99%

Collaboration of the Ethnobotany Materials With the Environmental Care Attitude of Students

Marlina

Irwanti

Syamswisna

et al. 2020

JPMIPA

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“…We draw on two complementary perspectives, developing on thinking that relates (a) to the theory of didactical situations (Brousseau, 1997) and the recent thinking of Clivaz (2018), who has examined lesson study from this perspective, and (b) to that of boundary objects and boundary crossing, as developed in cultural historical activity theory (Akkerman and Bakker, 2011) and elsewhere. In this section we consider the former of these; we consider the latter perspective in the next section.…”

Section: Theoretical Considerations 1: Didactical Situations and Devicesmentioning

confidence: 99%

“…We follow this with a section that emphasizes the research nature of lesson study, highlighting how each lesson study cycle is framed as a research study, and in this sense demonstrates key attributes of collaborative action research (Takahashi and McDougal, 2016), and how in the kyozai kenkyu ('study of material relevant to the research theme') planning phase of the study, teachers actively engage in a particular form of curriculum research. In the fourth section, we focus on teacher learning in lesson study by considering the work of Clivaz (2018), who developed Brousseau's (1997) theory of didactical situations to explore this issue. In the penultimate section, we further develop and theorize this approach by drawing on our recent work that has been considering how we might conceptualize developing curriculum coherence being facilitated by a number of didactical devices considered as boundary objects (Wake et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Curriculum design through lesson study

Wake

Seleznyov

2020

LRE

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Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers’ professional practice. In this article, we draw on experiences of our collaborative research with colleagues in Japan to provide theoretical insights into how we might conceptualize and inform future developments of lesson study as action research that informs curriculum design and implementation. The approach taken develops ideas of the theory of didactical situations, and draws on the construct of boundary objects to understand Japanese lesson study. We identify a class of artefacts, didactical devices , that may provide a useful form of boundary object that supports the collaborative action research of lesson study. Although the particular focus of the work presented here is mathematics, the lessons that we draw should have applicability across the curriculum more widely.

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“…Lesson study process [13], [14], [15], [16] Lifelong learning [17], [18], [19], [20] Teachers' professional development and professional qualifications promotion [21], [22], [23], [24] Curriculum development [25], [26], [27], [28], [29] Evidence Based Education [30], [31], [32], [33], [34] In this article, we deal with: educational design and curriculum development. And the main question to answer is how can we manage pedagogical knowledge to improve the curriculum and to design a smart education system with reusable learning objects?…”

Section: Pedagogical Area Referencesmentioning

confidence: 99%