Effect Of Integrating Lesson Study Approach In The Preparation Of Preservice Chemistry Teachers

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dc.contributor.authorHj Sulaiman, Maryam
dc.date.accessioned2019-11-04T02:31:28Z
dc.date.available2019-11-04T02:31:28Z
dc.date.issued2013-12
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/9119
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectIntegrating Lesson Studyen_US
dc.subjectPreservice Chemistry Teachersen_US
dc.titleEffect Of Integrating Lesson Study Approach In The Preparation Of Preservice Chemistry Teachersen_US
dc.typeThesisen_US
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