The Study of Students' Discussion Process in a Teacher-Developed Problem-Solving Learning Design: Transcript-Based Lesson Analysis of a Social Studies Lesson

Autor/in	Nozaki, Shiho
Titel	The Study of Students' Discussion Process in a Teacher-Developed Problem-Solving Learning Design: Transcript-Based Lesson Analysis of a Social Studies Lesson
Quelle	In: International Journal for Lesson and Learning Studies, 11 (2022) 4, S.305-317 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nozaki, Shiho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-05-2022-0072
Schlagwörter	Discussion; Teacher Developed Materials; Problem Solving; Transcripts (Written Records); Content Analysis; Social Studies; Curriculum Development; Foreign Countries; Junior High School Students; Agricultural Education; Japan + Suchen Sie Ihr Suchwort? Diskussion; Problemlösen; Inhaltsanalyse; Gemeinschaftskunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung
Abstract	Purpose: This study aims to clarify the process of students' discussion in a problem-solving lesson developed autonomously by a teacher. It is expected to contribute to the accumulating and theorizing of teachers' professional development in school-based curriculum studies. Design/methodology/approach: A transcript-based lesson analysis (TBLA) was conducted using quantitative and qualitative methods. The data were from a third-year junior high school social studies lesson in which whole-class discussions took place. The frequency of the appearance of keywords in the utterances was represented in the form of cumulative relative frequency graphs, and a diagram of the students' discussion process was drawn based on them. Findings: The diagram confirmed the frequent occurrence, disappearance and transmission of keywords in the process of the lesson. The interpretation of the lesson transcript revealed that the students listened carefully to others' utterances, shared important keywords and examined the ideas critically. They were supported in identifying the connections between their interests by the teacher. The students' interactions and teacher's interventions were facilitated by the integrated curriculum design of teaching and learning. Originality/value: This study verifies that students' collaborative and critical learning takes place in a lesson developed by a teacher based on the practiced curriculum. The findings of this study suggest that lesson study (LS) focusing on the words in utterances provide clues for evaluating the practiced curriculum and reveal the teacher's professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01