What does “lesson study” bring to science education research?

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  • ジュギョウケンキュウハリカキョウイクケンキュウニナニヲモタラスカ？

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This article focused on the role and meanings of “lesson study.” Lesson study has not been widely used among science education researchers. Lesson study is teacher development through active critiquing of one’s teaching in conjunction with a mentor or master teacher. Because lesson study is a deeply involved process, the researcher of lesson study must be doubly prepared to be in sync with planning of the lesson with the related lesson study personnel in terms of objective, materials, lesson plan, assessment, and so on. A further complication is that lesson plans do not normally go exactly as planned―various factors in the course of a lesson affect a lesson one way or the other, and difficult to find out new ideas, or viewpoints to improve science class. Teachers and researcher have to define the objective, materials, lesson plan and assessment way before practice. In practice, teachers do it under lesson plan, however, lesson is affected variable incidents in a class. There were no same class activities by one teacher who develop teaching materials and lesson plan, because of teachersstudents’ interactions. The activities of teacher and students should be analyzed and found out some points to improve cooperating with school teacher and educators. Science education researches should be developed both theoretically and practically, to improve science curriculum and teaching practice. Looking classrooms will give science educators how difference between ideal and practice. I would like to summarize the results and implementations through three year projects. Especially, qualitative analysis and general impressions will be comparing Japan, Korea, Taiwan and Hong Kong science lessons.

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