EXAMINING THE INFLUENCE OF LESSON STUDY ON ELEMENTARY SCIENCE TEACHERS’ PRACTICES

Abstract

In the U.S., typical elementary science instruction has not supported young children engaging in sophisticated scientific practice or developing deep understanding of appropriate science concepts. This is inconsistent with the reform efforts set forth by A Framework for K-12 Science Education and the original mandates of the National Science Education Standards. Effective professional development can support teachers as they endeavor to meet the demands of the reform efforts. To this end, the purpose of this study was to examine the potential that the engagement in the lesson study process may foster in supporting the professional development of elementary science teachers. Using an embedded case study design, this study explored science teaching practices as the participants collaboratively planned and taught a science lesson. This study sought to determine: How does instructional practice within a science research lesson of a lesson study cycle compare to the typical instructional practices of fourth-grade teachers in science? Both the Teaching Dimensions Observation Protocol and the Inquiry Continuum were used to analyze teaching practices both individually and holistically. The results of this study revealed the value of lesson study For supporting teachers in sampling inquiry-based instructional practices instead of the teacher-centered approach to science teaching displayed in individual classrooms. Results of individual analyses prior to engaging in lesson study revealed teacher-centered instructional practices being employed in each participant’s science lesson. As a group engaging in lesson study, participants planned and implemented a more student-centered inquiry science lesson compared to individual instructional practices observed prior to lesson study. The motivation behind the inquiry-focused instructional decisions made by the group was unclear but may be attributed to the assistance of the knowledgeable other. Future research with specific emphasis on the impact of the knowledgeable other would be of value to the research community. This study revealed the potential for lesson study to be a viable means of professional development to promote improved elementary science instruction and can inform professional development stakeholders as science education reform continues to progress.