Effect Of Integrating Lesson Study Approach In The Preparation Of Preservice Chemistry Teachers
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Date
2013-12
Authors
Hj Sulaiman, Maryam
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The main purpose of this study was to investigate the effect of Cognitive
Apprenticeship model through Lesson Study approach to prepare preservice teachers to
acquire appropriate knowledge and competencies in teaching Chemistry. This research
was conducted using a mixed-method research design known as Concurrent Embedded
Experimental model, which incorporated both quantitative and qualitative data
collection. A sample of 43 preservice science teachers participated in this study. The
instrument used in the qualitative study was the Draw-A-Science-Teacher-Test Checklist
(DASTT-C) and in the quantitative study was the Science Teaching-Efficacy Beliefs
Instrument (STEBI). Findings in the qualitative study revealed that different changes
were observed in the Beliefs of Teaching and Learning Science with the preservice
teachers beginning to show their beliefs in line with current teaching and learning
theories. Findings in the quantitative study using paired sample t-test analysis to
compare the mean PSTEB, STOE and STEB before (pre-test) and after (post-test)
Lesson Study showed that there was a significant difference in mean scores for PSTEB
(t= 2.754; p .05), STOE (t= 2.947; p .05) and STEB for (t=3.533; p .05). The case study
method was also conducted to study the implementation process to explain the
outcomes. The 43 participants were divided into eight Lesson Study groups comprising 5
to 6 members based on their major subject.
Description
Keywords
Integrating Lesson Study , Preservice Chemistry Teachers