Academic journal article Education Research International

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students' Achievement in Chemistry

Academic journal article Education Research International

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students' Achievement in Chemistry

Article excerpt

John Lou S. Lucenario 1 and Rosanelia T. Yangco 2 and Amelia E. Punzalan 3 and Allen A. Espinosa 4

Academic Editor:Karl Kingsley

1, San Jose National High School, 1860 Rodriguez, Rizal, Philippines

2, Division of Curriculum and Instruction, College of Education, University of the Philippines, 1109 Diliman, Quezon City, Philippines

3, National Institute for Science and Mathematics Education Development, University of the Philippines, 1109 Diliman, Quezon City, Philippines

4, Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University, 1000 Manila, Philippines

Received 14 April 2016; Accepted 13 November 2016

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Introduction

In recent years, policymakers nationwide have begun to focus on how to help teachers cope with the increasingly sophisticated methods for engaging diverse students in mastering challenging subject content and basic skills. In Japan, lesson study has been firmly established as a trend to improve teachers' pedagogical content knowledge. According to Richardson [1], lesson study is a culture of professional development activity that shows teachers the value of working together while sharing with and observing each other while teaching. The University of the Philippines National Institute of Science and Mathematics Education Development (UP NISMED) has been strongly advocating lesson study. In their intensive research involving public school chemistry teachers, lesson study presents strong evidence of teachers' effectiveness as seen in student achievement [2]. This is consistent with the claim of Darling-Hammond [3] that teacher qualities are important determinants of student achievement. The teaching and learning process among teachers bring along the knowledge components. Hill et al. [4] said that pedagogical content knowledge (PCK) is an essential and critical element in determining a teacher's success in handling the teaching and learning process and further produces effective teaching. PCK has been qualified as deeply personal, highly contextualized, and influenced by teaching interaction and experiences [5]. Therefore, the lesson study approach to teaching can be a timely effort to enhance teachers' competence especially in chemistry education since it is highly structured to involve collaborative interaction of teachers and sharing of experiences based on actual teaching.

In science and mathematics education, the overall vision of the Trends in International Mathematics and Science Study (TIMSS) in the improvement of standards among science educators has been the baseline in professional development efforts. In chemistry education, these efforts have been focused on improving teachers' understanding about the current trends in chemistry teaching and learning [6]. In this study, the program for chemistry teacher-leaders was designed to include all the necessary components that comprise the lifelong professional development of science teachers as well as components that are unique to the development of leadership among chemistry teachers. The Philippines in this case, through the joint effort of the Department of Science and Technology (DOST) and the UP NISMED, developed the Framework for Science Teacher Education (FSTE)--a rubric that aims to measure science teachers' competencies for professional development. Thus, lesson study, being a competency-based approach to teaching, is now gaining much attention for science education development to enhance teaching competencies.

This study seeks to investigate the effects of PCK-guided lesson study on chemistry teachers' competence and student achievement in terms of problem-solving skills.

Specifically, the study aims to answer the following research questions:

(1) Do teachers exposed to PCKLS have higher teacher competence than those exposed to conventional teaching preparation approach? …

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