Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

Autor/inn/en	Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique
Titel	Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 2, S.293-312 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9690-x
Schlagwörter	Preservice Teachers; Elementary School Teachers; Elementary School Science; Pedagogical Content Knowledge; Scientific Principles; Science Instruction; Case Studies; Cohort Analysis; Field Instruction; Lesson Plans; Feedback (Response); Video Technology; Peer Evaluation + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Kohortenanalyse; Praxisklasse; Lesson planning; Unterrichtsplanung
Abstract	This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01