Investigating Existence of Research Skills in Pre-Service Science Teachers’ Lesson Plan Document

Abstract

The article focuses on investigating the existence of research skill in pre-service science teachers’ lesson plan. A content analysis was employed as a research method to analyze lesson plan documents made by pre-service science teachers. A number of eighty participants who are college students in department of science education in a state university in Indonesia contributed in creating lesson plan. The documents were then analyzed using Research Skill Development (RSD) frameworks. The findings show that there are three types of lesson plan chosen to be developed: cooperative learning (CL), direct instruction (DI), and guided inquiry (GI). The model of GI lesson plan is the highest proportion among other lesson plan model’s crafted by pre-service science teachers. In addition, sixty documents of lesson plan integrate research skill. When these elaborated using RSD frameworks, fifty documents was in prescribed research; ten documents was in bounded research with depicting a comprehensive six facets of RSD frameworks. An implication of this present study indeed is how to create an appropriate strategy in applying the lesson plan model for students in the classroom including gifted students.