What Makes a Model? Using Lesson Study to Promote Changes in Scientific Modeling

• In Event: Research on Teacher Learning Through Lesson Study

Abstract

This study reports on the changes made to a teacher’s scientific modeling instructional practice as a result of their participation on a lesson study team. The lesson study cycle focused on helping participants understand both the expectations of modeling as described in the Next Generation Science Standards, and the role of multi-modal communication and disciplinary literacy in instruction. Two lessons are highlighted--one featuring the teacher’s understanding and implementation of modeling before the lesson study cycle and one during the cycle. Findings suggest lesson study provides opportunities for teachers to adjust their understanding of modeling and their lesson design for teaching science through modeling. Implications arise for the use of lesson study for effective professional development.

Authors

• Sharon Dotger, Syracuse University

• Kelly Chandler-Olcott, Syracuse University

• Jennifer Heckathorn, Syracuse University