How Lesson Study Can Collaboratively Improve Biology Teaching and Learning in Higher Education

• In Event: 16.058 - Roundtable Session 6
  In Roundtable Session: 16.058-9 - Professional Development for Teaching and Learning

Abstract

The purpose of this qualitative case study is to examine the process of how a group of biology instructors functions as a learning community at an undergraduate institution. Lesson Study as a model of professional development is on-going, inquiry-based, and localized to engage instructors in iterative cycles of collaborative course development, implementation, analysis and reflection on teaching and student learning. This study shows that Lesson Study might be a provocative context for spurring questions about how teaching is done and how learning is viewed in higher education. These are necessary conversations as science education strives to move instructors toward changing their teaching practice to focusing more specifically on student engagement and learning and what this means for their instruction.

Author

• Anuschka Neuwald, University of Wisconsin - Madison