Collaborative Middle School Science Outreach Project Using the Japanese Lesson Study Model

• Chris L. Craney ^[1] ; Thomas Lau ^[2] ; William T. Nelson ^[2] ; Adrianna Ghomeshi ^[2] ; James M. Rust ^[2] ; Robert M. de Groot ^[1] ; Donovan P. Dennis ^[1] ; Ellen Robertson ^[1] ; Jessica Kissel ^[1]
  1. [1] Occidental College

     Occidental College

     Estados Unidos

     
  2. [2] Jerry D. Holland Middle School, United States
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 5, 2020, págs. 1256-1265
• Idioma: inglés
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• Resumen

  • The Japanese lesson study (JLS) model for curriculum development has seen limited application to middle school science classrooms. The JLS model was used to develop and refine three hands-on activities focused on four major eighth grade science topics from the California curriculum. Prior assessments of these topics showed limited understanding by students at a suburban school with a predominanty underrepresented population in science. Quantitative assessment of student understanding along with observations of the students’ capacity to conduct careful investigations found a large, gender-independent increase in understanding, as well as improved state-mandated test scores. Informal “local proof” assessment resulted in expansion of the JLS model into other grade levels and disciplinary subjects. This led to multiyear school-site reform and recognition outcomes.