Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

S. Widoretno, S. Dwiastuti

Abstract

Lesson Study (LS) activity aims to improve teachers’ professionalism using discovery-based instructional design. Teachers’ professionalism was measured based on communication during the learning process, especially questions and statements from the teachers and students on various topics. Thirty-two high school biology teachers and twelve model teachers involved in this research. The procedures of the LS activity included curriculum review (up to constructing learning objectives); lesson plan making; implementation of lesson plans; communication of the results; and workshop. The research showed that LS activity changed the questioning skills of the teachers and students. Changes in the quality of teachers’ questions and statements were proportionate with the changes in students’ answers quality. The quality of questions and statements affected the teachers’ competencies; also, improved the quality of learning as it facilitated students’ thinking of learning as thinking categories.

Keywords

discovery, lesson-study, lesson-plan, thinking-category, workshop

Full Text:

PDF

References

anak Andrew, V. (2012). A Response to Lo Mun Ling’s Comments on the Paper “Using Learning Study to Improve the Teaching and Learning of Accounting in a School in Brunei Darussalamâ€. International Journal for Lesson and Learning Studies, 1(2). Retrieved from http://www.emeraldinsight.com/doi/full/10.1108/ijlls.2012.57901baa.003

Baki, M., & Arslan, S. (2015). Examining the Effect of Lesson Study on Prospective Primary Teachers’ Knowledge of Lesson Planning. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 209–229.

Balım, A. G. (2009). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Eurasian Journal of Educational Research, 35(2009), 1–20.

Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2013). Lesson Study: Towards a Collaborative Approach to Learning in Initial Teacher Education? Cambridge Journal of Education, 43(4), 537–554.

Celik, I., Sahin, I., & Akturk, A. O. (2014). Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (Tpack): A Structural Equation Model. Journal of Educational Computing Research, 51(1), 1–22.

Chi, M. T. (2009). Activeâ€Constructiveâ€Interactive: A Conceptual Framework for Differentiating Learning Activities. Topics in Cognitive Science, 1(1), 73-105.

Chin, C., & Osborne, J. (2010). Supporting Argumentation through Students’ Questions: Case Studies in Science Classrooms. The Journal of the Learning Sciences, 19(2), 230-284.

Chinn, C. A. & Clark, D. B. (2013). Learning through Collaborative Argumentation. In Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O’Donnell, A. (Eds), International Handbook of Collaborative Learning (pp. 314–332). New York: Taylor & Francis.

Coe, R., Aloisi, C., Higgins, S., & Major, L. (2014). What Makes Great Teaching? Review of the Underpinning Research. Sutton Trust. Retrieved from https://essexprimaryheads.co.uk/files/what-makes-great-teaching-sutton-trust-report.pdf

Darling-Hammond, L. (2014). One Piece of the Whole: Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning. American Educator, 38(1), 4-13.

Dogan, S., Pringle, R., & Mesa, J. (2016). The Impacts of Professional Learning Communities on Science Teachers’ Knowledge, Practice and Student Learning: A Review. Professional Development in Education, 42(4), 569-588.

Downing, K., Kwong, T., Chan, S. W., Lam, T. F., & Downing, W. K. (2009). Problem-Based Learning and the Development of Metacognition. Higher Education, 57(5), 609-621.

Dudley, P. (2014). Lesson Study: A Handbook [e-book]. Retrieved from http://disde.minedu.gob.pe/handle/123456789/5017

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43–71.

Forbes, C. T. (2011). Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science. Science Education, 95(5), 927–955.

Gallagher, S. A., & Gallagher, J. J. (2013). Using Problem-Based Learning to Explore Unseen Academic Potential. Interdisciplinary Journal of Problem-based Learning, 7(1), 111-131.

Grimsæth, G., & Hallås, B. O. (2015). Lesson Study Model: The Challenge of Transforming a Global Idea into Local Practice. Policy Futures in Education, 14(1), 109-122.

Harris, J. B., & Hofer, M. J. (2011a). Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43(3), 211–229.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning [e-book]. Retrieved from shorturl.at/uDISV.

Hung, W. (2016). All PBL Starts Here: The Problem. Interdisciplinary Journal of Problem-Based Learning, 10(2), 2.

Kennedy, M. (2016). Parsing the Practice of Teaching. Journal of Teacher Education, 67(1), 6–17.

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic Factors, TPACK Constructs, and Teachers’ Perceptions of Constructivist-Oriented TPACK. Educational Technology & Society, 17(1), 185-196.

Krathwohl, D. R., & Anderson, L. W. (2009). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional Competence of Teachers: Effects on Instructional Quality and Student Development. Journal of Educational Psychology, 105(3), 805-820.

Lewis, C. (2015). What is Improvement Science? Do We Need It in Education? Educational Researcher, 44(1), 54–61.

Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers Evidence from Lesson Study. Journal of teacher education, 63(5), 368–375.

Lewis, C., Perry, R., & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3–14.

Little, J. W. (2012). Professional Community and Professional Development in the Learning-Centered School. In Teacher Learning that Matters (pp. 42-64). Routledge.

Liu, R., McLaughlin, E. A., & Koedinger, K. R. (2014). Interpreting Model Discovery and Testing Generalization to a New Dataset. In Educational Data Mining 2014. Retrieved from http://www.educationaldatamining.org/conferences/index.php/EDM/2014/paper/download/1357/1323.

Maker, J., Zimmerman, R., Alhusaini, A., & Pease, R. (2015). Real Engagement in Active Problem Solving (REAPS): An Evidence-Based Model that Meets Content, Process, Product, and Learning Environment Principles Recommended for Gifted Students. New Zealand Journal of Gifted Education, 19(1). Retrieved from http://www.giftedchildren.org.nz/apex/wp-content/uploads/sites/13/2016/02/Real-Engagement-in-Active-Problem-Solving-REAPS.pdf

McCormick, C. B., Dimmitt, C., & Sullivan, F. R. (2012). Metacognition, Learning, and Instruction. Handbook of Psychology, 7, 69–97.

Meng, C. C., & Sam, L. C. (2013). Developing Pre-Service Teachers’ Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer’s Sketchpad through Lesson Study. Journal of Education and Learning, 2(1), 1-8.

Osborne, J. (2013). The 21st Century Challenge for Science Education: Assessing Scientific Reasoning. Thinking Skills and Creativity, 10(2013), 265–279.

Saab, N., Van Joolingen, W. R., & van Hout-Wolters, B. H. (2007). Supporting Communication in a Collaborative Discovery Learning Environment: The Effect of Instruction. Instructional Science, 35(1), 73–98.

Schcolnik, M., Kol, S., & Abarbanel, J. (2006). Constructivism in Theory and in Practice. In English Teaching Forum (Vol. 44, No. 4, pp. 12-20).

Smith, K. (2015). Constructivist Design Theory. Retrieved from http://www.kevindsmith.org/uploads/1/1/2/4/11249861/idt7074-constructivist-design-theory-kevin-smith.pdf

Subadi, T., Khotimah, R. P., & Sutarni, S. (2013). A Lesson Study as a Development Model of Professional Teachers. International Journal of Education, 5(2), 102-114.

Suratno, T. (2012). Lesson Study in Indonesia: An Indonesia University of Education Experience. International Journal for Lesson and Learning Studies, 1(3), 196–215.

Widoretno, S., Ramli, M., Ariyanto, J., Santoso, S., & Atika, G. A. (2016, January). The Role of Lesson Study to Improve Posing Question Skills of Teacher and Students in Problem Based Learning. In Proceeding of International Conference on Teacher Training and Education (Vol. 1, No. 1). Retrieved from http://www.jurnal.fkip.uns.ac.id/index.php/ictte/article/view/7637

Williams, J., Rice, R., Lauren, B., Morrison, S., Van Winkle, K., & Elliott, T. (2013). Problem-based Universal Design for Learning in Technical Communication and Rhetoric Instruction. Journal of Problem Based Learning in Higher Education, 1(1), 247–261.

Ylonen, A., & Norwich, B. (2013). Professional Learning of Teachers through a Lesson Study Process in England: Contexts, Mechanisms, and Outcomes. International Journal for Lesson and Learning Studies, 2(2), 137–154.

Ziyaeemehr, A. (2016). Use of Questioning Techniques and the Cognitive Thinking Processes Involved in Student-Lecturer Interactions. International Journal of Humanities and Cultural Studies (IJHCS)​ ISSN 2356-5926, 3(1), 1427–1442.

DOI: https://doi.org/10.15294/jpii.v8i3.20003

Refbacks

  • There are currently no refbacks.


Bookmark and Share