Lesson Study: An Educational Possibility for High School Science Teachers to Advance Their Classroom Instruction (Poster 9)

• In Event: Lesson Study Transforms Education and Optimizes Learning

Abstract

Our study explores the transformative potential of lesson study in supporting science teachers develop and implement effective inquiry-based instruction (Dudley et al., 2019). Inquiry-based pedagogy employs problem-solving, scientific reasoning, evidence-based explanation, and critical reasoning to develop deeper understanding of science concepts (Bird, 2010; Boersma et al., 2005; Siegel, 2014). Despite the mounting benefits, in-service science teachers have challenges in integrating inquiry practices into their classroom repertoire (Windschitl et al., 2012). This poster will engage participants in discussions about strategies that teachers developed in lesson study to deal with challenges associated with inquiry-based teaching. Also, the findings of this study will inform participants about the significance of lesson study and how it empowers teachers to improve their practice with each other's support.

Authors

• Yeon Hee Kang, McGill University

• Heather McPherson, McGill University

• Stephen Peters, McGill University