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Inquiring into Teaching: Lesson Study in Elementary Science Methods

机译:探究教学:基础科学方法的课程学习

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This article describes an innovative approach to developing preservice elementary science teachers’ classroom confidence and skills. Based on lesson study approaches, preservice candidates designed and taught integrated science–mathematics lessons during the semester before their student teaching. Working in teams, candidates designed and taught a common lesson in 3 different classrooms, critiquing and refining their lesson between each teaching activity. Data collected from observations of classroom teaching events, team reports, and individual reflections were analyzed qualitatively. Results indicate that, over the 3 teaching events, there were dramatic improvements in lesson design and delivery, the management of the learning environment, the quality of students’ engagements with meaningful content, and the quality of assessments and generation of student data.
机译:本文介绍了一种创新的方法,可以提高职前基础科学教师的课堂信心和技能。根据课程学习方法,在职学生应在学期开始前的学期设计和教授综合科学-数学课程。候选人以团队合作的方式,在3个不同的教室中设计和教授了一个共同的课程,并在每次教学活动之间对课程进行了批判和完善。从课堂教学活动的观察,团队报告和个人反思中收集的数据进行了定性分析。结果表明,在这三个教学活动中,课程设计和交付,学习环境的管理,具有有意义内容的学生参与的质量以及评估和生成学生数据的质量有了显着改善。

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