Collaborative Middle School Science Outreach Project Using the Japanese Lesson Study Model

Autor/inn/en	Craney, Chris L.; Lau, Thomas; Nelson, William T.; Ghomeshi, Adrianna; Rust, James M.; de Groot, Robert M.; Dennis, Donovan P.; Robertson, Ellen; Kissel, Jessica
Titel	Collaborative Middle School Science Outreach Project Using the Japanese Lesson Study Model
Quelle	In: Journal of Chemical Education, 97 (2020) 5, S.1256-1265 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Craney, Chris L.) ORCID (Lau, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Cooperative Learning; Middle School Students; Grade 8; Educational Change; Teaching Methods; Lesson Plans; Hands on Science; Science Instruction; Scores; Achievement Tests; Science Achievement; Models; Outreach Programs; California + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Analogiemodell; Jobcoaching; Kalifornien
Abstract	The Japanese lesson study (JLS) model for curriculum development has seen limited application to middle school science classrooms. The JLS model was used to develop and refine three hands-on activities focused on four major eighth grade science topics from the California curriculum. Prior assessments of these topics showed limited understanding by students at a suburban school with a predominanty underrepresented population in science. Quantitative assessment of student understanding along with observations of the students' capacity to conduct careful investigations found a large, gender-independent increase in understanding, as well as improved state-mandated test scores. Informal "local proof" assessment resulted in expansion of the JLS model into other grade levels and disciplinary subjects. This led to multiyear school-site reform and recognition outcomes. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01