A Lesson Study Approach to Improving a Biology Lesson

Autor/inn/en	Chikamori, Kensuke; Ono, Yumiko; Rogan, John
Titel	A Lesson Study Approach to Improving a Biology Lesson
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 17 (2013) 1-2, S.14-25 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2013.826967
Schlagwörter	Science Instruction; Biology; Communities of Practice; Workshops; Mathematics Teachers; Science Teachers; Foreign Countries; Secondary School Teachers; High Schools; Teacher Competencies; Faculty Development; Group Discussion; Social Influences; Power Structure; Context Effect; Teamwork; Cooperative Planning; Reflection; Content Analysis; Teacher Attitudes; Educational Improvement; Japan; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Community; Lernwerkstatt; Schulung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Ausland; High school; Oberschule; Lehrkunst; Gruppendiskussion; Sozialer Einfluss; Inhaltsanalyse; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Lesson Study is a collaborative, cyclical and continuing professional development process, aiming at improving a lesson through critical reflection. This research is based on three cycles of Lesson Study conducted during a four-week workshop in Japan for 10 South African mathematics and science educators. A sub-group developed and refined a high school biology lesson on the blood circulatory system. The final goal of the process was to present the improved lesson in a real biology classroom in a Japanese high school. Two questions are explored in this research, 'As the Lesson Study cycles are repeated, how does the focus of the discussion change and to what extent does the quality of reflection in terms of insight and substance increase?', and 'In what way, if at all, does the discussion contribute to the improvement of the lesson?' In this research, we analysed the transcripts of three post-lesson discussions, one for each cycle of Lesson Study. The results indicate that both the focus of discussion and the quality of reflection changed depending on social context, hierarchical power relations among participants, and the perceived purpose of the session. Moreover, they show how certain comments contributed directly to improvements to the lesson. The results are discussed in the light of the theoretical conceptualisation of reflection used to analyse the data. We make some practical proposals as to how to enhance educators' participation in team lesson planning and improvement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01