Developing Mathematics-Enhanced Chemistry Research Lessons through Productive Lesson Study: Insights from In-Service Teachers

Autor/inn/en	Samaniego, Katherine Kate B.; Espinosa, Allen A.
Titel	Developing Mathematics-Enhanced Chemistry Research Lessons through Productive Lesson Study: Insights from In-Service Teachers
Quelle	In: Waikato Journal of Education, 27 (2022) 3, S.89-99 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Science Teachers; Mathematics Teachers; Teacher Attitudes; Communities of Practice; Teacher Collaboration; Faculty Development; Grade 10; Chemistry; Secondary School Science; Program Effectiveness; Teacher Competencies; Interdisciplinary Approach; Articulation (Education); Junior High School Teachers; Foreign Countries; Reflection; Philippines + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Community; Lehrerkooperation; Chemie; Lehrkunst; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Articulation; Artikulation (Ling); Artikulation; Aussprache; Ausland; Philippinen
Abstract	This study explores the perceptions of five in-service chemistry and mathematics teachers in using productive lesson study as a framework for teaching and learning. Introductory professional development workshops on horizontal articulation, productive pedagogy and lesson study were given to teachers at the onset of the project. Teachers were then tasked to produce two research lessons for grade 10 chemistry using the productive lesson study framework. We utilised inductive thematic analysis to identify the themes underpinning the perceptions of the teachers. Findings show that the teachers improved and deepened their knowledge by learning from each other's perspectives. They had also adopted effective strategies for teaching by reflecting on their students' learning, which helped them address the challenges of integrating and relating different topics into one. Furthermore, they became more aware of their students' prior knowledge which enabled them to address misconceptions. Thus, learning was reinforced, broadened and extended. Participating in the study made a transformative intervention in the teachers as they became more focused on the enhancement of their professional practice as teachers. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01