Design Lessons Research Articles

Reform-based Mathematics Teaching Practices for Teacher Candidates’ Professional Development

K-6 teacher candidates in the USA are required to meet three mathematics criteria, (1) attainment of conceptual understanding, (2) correctness of procedure fluency and (3) an understanding of mathematics reasonings and problems-solving from Educative Teacher Performance Assessment [edTPA], which is the most popular assessment for initial certification/licensure teacher candidates in the U.S.A. Research demonstrated that teacher candidates’ can be enhanced to better prepare for reform-based mathematics teaching. The purpose for designing this study was to examine how K-6 teacher candidates’ professional development transferred to reform-based mathematics teaching that align with three edTPA criteria. The study implemented the mixed methods with 15 K-6 teacher candidates participating in both quantitative and qualitative research activities. Data were collected from participants’ final assessment portfolios to evaluate candidates’ teaching effectiveness, The study also conducted semi-structured verbal interviews with candidates’ math lesson design, reformed-based mathematics teaching, and the role of self-efficacy in doing reform-based teaching. Results indicated that candidates face multiple challenges in transferring from skill-repeated (traditional) math teaching to reasonings-developed (reform-based) math pedagogy. Teacher candidates agreed that from traditional to reform-based mathematics teaching benefits their teaching effectiveness. Methods for facilitating reform-based teaching in mathematics via professional development is discussed.

Soap Making Project from Waste Cooking Oil for High School Students’ Chemistry Learning: Qualitative Content Analysis

Waste Cooking Oil (WCO) is one of hazardous waste causes serious issues, including environmental and health issues. WCO can be utilized in several bioproducts to reduce the potential of its problems. The purpose of this study is to create teaching-learning sequences from the context of utilization of waste cooking oil into soap. The teaching-learning sequences can be used as a basis to construct lesson design or teaching materials with project-based learning model. This is in line with curriculum in Indonesia known as “Kurikulum Merdeka” for a program called “Projek Penguatan Profil Pelajar Pancasila (P5)”. This research used Qualitative Content Analysis as a method with four stages including material collection, descriptive analysis, category selection, and material evaluation. Data were collected through fourteen literatures analysis and expert validation. Validation experts are from an experienced chemistry teacher and two lecturers from chemistry education field. Validation results the teaching-learning sequences’ is suitable for use for learning activity in terms of content. The result of this study is a teaching-learning sequences which divided into four sections including: (A) The Phenomenon of Waste Cooking Oil, (B) The Composition of Waste Cooking Oil and The Utilization of Waste Cooking Oil, (C) The Soap Making Process with WCO, and (D) The Benefit of WCO Utilization into Soap.

Opportunities and risks involved in using ChatGPT to create first grade science lesson plans.

Generative AI can potentially support teachers in lesson planning by making the process of generating an outline more efficient. This qualitative study employed an exploratory case study design to examine a specific lesson design activity involving a series of prompts and responses from ChatGPT. The desired science lesson on heredity was aimed at first grade students. We analyzed the process's efficiency, finding that within 30 minutes we could generate and substantially refine a lesson plan that accurately aligned with the desired curriculum framework and the 5E model of instruction. However, the iterations of the lesson plan included questionable components, missing details, and a fake resource. We discussed the implications of these findings for faculty looking to train pre-service teachers to appropriately use generative AI in lesson planning.

Examining Lesson Quality: An In-Depth Analysis of STEM-based Lesson Design Crafted by Preservice Elementary Teachers

Examining Lesson Quality: An In-Depth Analysis of STEM-based Lesson Design Crafted by Preservice Elementary Teachers

Molecular storytelling: a conceptual framework for teaching and learning with molecular case studies

Molecular case studies (MCSs) provide educational opportunities to explore biomolecular structure and function using data from public bioinformatics resources. The conceptual basis for the design of MCSs has yet to be fully discussed in the literature, so we present molecular storytelling as a conceptual framework for teaching with case studies. Whether the case study aims to understand the biology of a specific disease and design its treatments or track the evolution of a biosynthetic pathway, vast amounts of structural and functional data, freely available in public bioinformatics resources, can facilitate rich explorations in atomic detail. To help biology and chemistry educators use these resources for instruction, a community of scholars collaborated to create the Molecular CaseNet. This community uses storytelling to explore biomolecular structure and function while teaching biology and chemistry. In this article, we define the structure of an MCS and present an example. Then, we articulate the evolution of a conceptual framework for developing and using MCSs. Finally, we related our framework to the development of technological, pedagogical, and content knowledge (TPCK) for educators in the Molecular CaseNet. The report conceptualizes an interdisciplinary framework for teaching about the molecular world and informs lesson design and education research.

Teaching mental processes to EFL learners: a blended-learning proposal

Abstract This paper intends to offer a practical case of application of Systemic Functional Linguistics (SFL) to Foreign Language Teaching (FLT). While there is research offering very interesting insights for the application of SFL to Foreign and Second Language teaching contexts, none of it provides a straightforward application of SFL to the actual design of lessons. The proposal first focuses on how to create a text that contains the lexicogrammar object of study of the lesson. After this, and using the VLE (Virtual Learning Environment) Moodle, a series of activities are proposed, moving from more guided to more open-ended, all of them driven by the didactic exploitation of the lexicogrammar of mental processes. The proposal integrates SFL theory into the explanation of the lesson’s (lexico)grammatical goals. As part of this, the convenience of using system networks in FLT, e.g. the system network of mental clauses, is discussed.

Exploring the Development of Preservice Teachers’ Visions of Equity through Science and Mathematics Integration

AbstractThis paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs’ envisioning of equitable approaches for diverse children. The overarching research question was: How did preservice teacher learning and lesson design experiences within integrated STEM inquiry translate to their vision of equity-based STEM practice? The data included PSTs course reflections, STEM PBL 5E units, and reflections as they watched recordings of their teaching their units. This facilitated mapping the development of PSTs’ vision for equitable teaching across the field mediated experiences in teaching and learning STEM. Our findings revealed how visions of equitable STEM practices emerged from the PST's own experience as being a learner in an integrated STEM environment and from being a teacher who planned and enacted an equity focused STEM unit in a diverse classroom context. The dual teacher-learner experience of the mediated field experience was critically important to provide experiencing and witnessing the high level of motivation during the meaning-making process and provided evidence that rigorous math and science learning is possible in diverse contexts.

Perception of Primary School English Teacher with Non-English Educational Background towards Pedagogical Content Knowledge

Basic skills and knowledge that must be owned by a teacher is pedagogical content knowledge. Pedagogical content knowledge is all aspects related to teaching and learning activities in class, for example lesson planning, learning design, understanding of the curriculum, assessment, and mastery of knowledge of the subject matter being taught. This study aims to analyze non-educational English teachers perceive of pedagogical content knowledge, and determine the consistency between perception and implementation. This research involved three non-educational English teachers who teach in elementary schools. The method used is embedded mix-method where qualitative data is primary data and qualitative data is secondary data. There are three instruments used in the study, including questionnaires, observation sheets, and interview guides. Based on the results of the questionnaire obtained teachers' perceptions of pedagogical content knowledge is high. Then the results of the observations show very low data. To ensure the data obtained, interviews were conducted with teachers and the results showed that there was no consistency between perception and implementation. The inconsistency between perception and implementation is caused by the teacher's limitations in developing learning designs, the various characteristics and needs of students, and the general use of English by teachers and students because English is a content subject. Therefore, the implication of this research is that teachers can use technology to access learning resources, examples of lesson plans and designs, as well as take advantage of the environment around students.

Designing Lesson Plans with New Content Knowledge: The Intersection of Content Knowledge and Pedagogical Content Knowledge

ABSTRACT Although teachers’ instruction has been extensively studied, there is a dearth of research investigating how teachers design lessons and integrate new information into their existing lessons. This study utilized a case study approach to examine how teachers engaged in a nanoscale science professional development experience integrated new science content into their lesson plans. Five experienced science teachers were tracked as they conducted science research and developed new lessons that integrated their research into their science instruction. The findings showed that these teachers had to cross borders between science and education to design lessons, and three priorities framed their lesson planning processes: understandability, engaging students, and relevant real-world applications. For teachers whose students were assessed with end-of-grade high-takes testing, fitting the new information into the tested material was essential. The study provides insight into this border-crossing process and has implications for the design of programs that implement research experiences for teachers.

A Formative Study Towards the Inclusion of Indigenous Technologies and Knowledge Practices in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Curriculum Settings

This work on STEAM and education for sustainable development was undertaken across a series of collaborative case studies as formative research on the inclusion of Indigenous technologies and knowledge practices in teacher education. We noted that, despite the current academic imperative to decolonise southern African education, one seldom finds the inclusion of Indigenous technologies and Indigenous heritage practices in the contemporary classroom. Teachers we worked with were highly interested in their Indigenous knowledge heritage. Yet, they reported that they, and the young teachers they work with, simply do not have the heritage knowledge capital to include Indigenous knowledge systems in their teaching. Other challenges they face are the time it takes to engage community knowledge holders, and to find knowledge relating to school subject disciplines. The teachers observed that students prioritise modernity over Indigenous heritage and technologies, often undervaluing the latter as a forgotten past. Three exploratory cases delved into teacher education's response to challenges through co-engaged work, and this paper synthesises the emerging evidence-aiming to refine pedagogical tools for integrating Indigenous knowledge into STEAM education. A cultural-historical approach was used to frame the study and to derive insights and inferences in co-engaged lesson design research with teachers.

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

This study aims to analyse the experiences and perspectives of prospective biology teachers regarding their excursions using Actionbound to learn about plant species. The participants in the study consist of 30 undergraduate prospective biology teachers. The focus is on the prospective teachers’ enjoyment of the Actionbound experience, the duration to complete the excursion, their willingness to engage in another task-based game, and their views on implementing mobile device-supported biology teaching, specifically related to the design of a biology lesson using Actionbound. The prospective biology teachers predominantly found their experience with Actionbound enjoyable. Their perspectives centred on the App’s usability in education and its technical usability. Results show that biology lesson designed with mobile devices positively impacts knowledge retention, motivation, interest, and enjoyment. The results underscore the importance of designing learning environments for effective biology education and teacher training.

Opioid vaccine clinical testing: lessons learned.

Opioid use disorder (OUD) presents a serious public health concern, with dramatic increases in opioid-overdose mortality in recent years and a small percentage of those with OUD accessing or remaining engaged with available treatments. Efforts are currently underway to identify vaccines targeting opioids, which could provide a novel and complimentary approach. The current review provides an overview of existing literature, practical considerations for designing and conducting clinical trials with vaccines for opioids, and future directions. This review covers the following themes: clinical trial design and selection of endpoints, timepoint selection, practical considerations and lessons learned from the first (ongoing) trial of a vaccine targeting opioids, and future directions. Efforts to develop and test vaccines targeting OUD are based on a foundation of preclinical work and close collaboration between preclinical and clinical researchers. Efforts to learn from shortcomings of prior clinical trials of vaccines for other substances are essential in designing and testing effective vaccines for OUD. Design and implementation of clinical trials for a vaccine for OUD requires careful balance of participant safety and strategies for retention and efforts to gather viable data to inform future work.

Curriculum design for empowered life-preparation and citizenship: A sociological analysis of the evolution of the Mathematical Literacy curricula

The subject Mathematical Literacy (ML) prioritises an interplay of mathematics and real-life contexts in pursuit of an empowerment agenda for improved life opportunities. In seeking to identify processes of inclusion-exclusion afforded by different conceptualisations of this interplay, a network of Bernstein’s theoretical constructs – classification, framing, discourses, and the pedagogic device – are used to analyse how different ML curricula conceptualise the notion of mathematical literacy and the criteria for legitimate communication, knowledge and practice in the subject. This analysis illustrates that despite differences in the formulation of the school subjects ML and Mathematics, enactments of the original ML National Curriculum Statement prioritised heavily mathematised methods in pseudo-realistic contexts. This approach thwarted the critical citizenship agenda of this curriculum and made it possible for ML to be criticised as watered-down mathematics. The analysis then reveals how the current ML Curriculum and Assessment Policy Statement, supported by specific curriculum features, has attempted to overcome these challenges by foregrounding a life-preparedness orientation for empowered self-management and citizenship. This involved weakening the classification of academic and everyday knowledge, strengthening the framing of curriculum specifications, and foregrounding criteria for legitimate communication, knowledge and practice around contextual problem-solving and decision-making. Challenges with this approach are considered.Contribution: The article is relevant to those involved in curriculum, task and lesson design involving an interplay of mathematics and real-life contexts. The article aims to support the current curriculum review process in South Africa by decoding and theorising curriculum features and their impact for facilitating empowered life-preparation.

The Role of Guru Penggerak in Program Merdeka Belajar at Junior High School

Many teachers need help improving 21st-century skills in students. This research aims to analyze the role of the Driving Teacher in teaching the Independent Learning Program, as well as the factors that support and hinder this role. This type of research is qualitative. The methods used to collect data are observation, interviews, and documentation. The data collection instrument uses a questionnaire. The data analysis technique uses qualitative data analysis. The research results show that the Independent Learning Program is part of the Independent Curriculum (Independent Curriculum) and the Teacher Mobilization Program. Second, the Mobilizing Teacher initiates the Independent Learning Program in the classroom and collaborates with fellow teachers to align the program with the curriculum. Third, teachers should be motivated as initiators, facilitators, and inspirers, and other teachers should be educated to create student-friendly programs. Fourth, teachers motivate students by building confidence in the class and providing learning motivation. Fifth, the Activation Teacher provides support to students in overcoming difficulties. Sixth, they adapt learning to each student's needs, utilizing available resources. Seventh, the Driving Teacher evaluates student progress through reflection and feedback. Teachers integrate the Independent Learning Program with the school curriculum, design lessons, and collaborate with other parties to ensure alignment.

Teaching Learning Sequence About Green Chemistry and Eco-Batteries: A Results from Qualitative Content Analysis

Batteries can generate electricity as direct current through and electrochemical process called and oxidation-reduction. Batteries can be converted into eco-batteries so that they are able to provide supplies for the community to create energy from renewable sources. This is in accordance to the aspect of green chemistry that can be integrated into learning. This study aims to obtain produce concept maps and Teaching Learning Sequences (TLS) from scientist’s conceptions in the context of eco-batteries. The method used in this research is qualitative content analysis using literature analysis. The literature used in the qualitative content analysis is in the form of textbooks, review articles and research articles. The instrument used in this study includes a content analysis format, which is described descriptively to build students understanding of the principles of green chemistry in the context of eco-batteries. The results showed that the concept map and TLS agreed on the relationship between green chemistry, content and context were found that eco- batteries are an alternative to overcome pollutants from fossil fuels by utilizing the principles of green chemistry. TLS describes the learning flow with several sequencing, 1) fossil fuels, 2) definitions and components in batteries, 3) redox reaction materials 4) examples of Eco-batteries oriented to green chemistry. Eco-batteries in learning can integrate redox concepts that involve aspects of green chemistry, using renewable raw materials and safe chemical products. The results of concept maps and TLS in this study can be used as a basis for designing of teaching material and lesson design. Keywords: Teaching Learning Sequence, Green Chemistry, Eco-Batteries

Unearthing the latent assumptions inscribed into language tools: the cross-cultural benefits of applying a reflexive lens in co-design

ABSTRACT Language technology tools provide a promising way to teach, share, retain, and curate under-resourced language learning materials in community. The inclusion of language teachers working with communities increases the potential for designed tools to be adopted by those groups. However, there is little research concerning the adaptation of tools designed with one community to other languages. To identify the implications for such scalability, we ran workshops with the ‘Record and Write’ tool, developed as a versatile format for collection, curation, and use of under-resourced language learning materials in community. The process enabled teachers of languages with varying availability of teaching materials to reflect on some of the embedded complexities of adapting the tool to their context. This paper critically reflects on the design process of the tool and design lessons learned relating to language governance, the reflection of culture in database tools, conversational learning support, and differentiated needs for grammatical accuracy and annotation. Methodologically, the paper proposes a reflexive lens on co-design in cross-cultural contexts, identifying some of the latent assumptions embedded in technologies that emerge when tools are transposed to different language and learning contexts.

From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities

Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students’ science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities ( N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities.

LMS 성찰 글쓰기를 활용한 ‘뉴스포츠 실기 및 지도법’ 전공수업에 참여한 직전 교사의 경험과 시사점 탐색

Objectives The purpose of this study was to explore the experiences of pre-service teachers who took the ‘new sports practical skills and teaching method’ using LMS reflection writing at universities.
 Methods For 15 weeks from March 2 to June 8, 2023, the reflective essays written by elementary school preparatory teachers who participated in the New Sports Practical Skills and Teaching Methods class using reflective writing for 2 hours a week and the data collected through one in-depth interview were inductively categorically analyzed.
 Results The experience of the primary pre-service teacher who participated in the new sports practical skills and teaching method class is as follows. First, elementary pre-service teachers with low motor skills were able to discover the charm of new sports as they participated in new sports with less pressure. Second, primary pre-service teachers have acquired the intrinsic and extrinsic value of new sports. Third, the pre-service teachers were able to expand their practical knowledge of new sports as well as their understanding of teaching methods in the course of class demonstration exercises, thereby increasing their perspective on lesson design and management. Fourth, it broke away from school physical education, which was limited to modern sports, and laid the foundation for the operation of various physical education classes. Fifth, through reflective writing, primary pre-service teachers were able to improve their expertise as a future teacher by repeatedly having active and subjective reflections on the process of class participation.
 Conclusions Because the new sports practice and teaching method using LMS reflective writing provides meaningful experience to prospective elementary school teachers, it is desirable for it to be operated in the physical education department curriculum of immediate teacher education institutions.

Do years of teaching experience matter in maker teacher professional development? K-12 teachers’ knowledge, attitudes, and design of maker lessons

With the advance of the Maker movement, teacher professional development is needed to prepare K-12 teachers for maker-centered instruction. This study examined the influence of teaching experience in learning maker-centered instruction. Data included surveys, 3D models, and maker lesson plans created by 162 in-service K-12 teachers. Results show that, overall, years of teaching experience did not make a difference in knowledge, attitudes, and design of maker lessons between veteran and novice teachers. Both teacher groups held positive attitudes, yet were concerned with limited maker knowledge and skills. After the initial training, both groups were able to integrate maker technology and design maker lessons in creative ways. Research and practical implications are discussed for the maker-teacher professional development of K-12 teachers.

Learning by design: Enhancing online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology

AbstractIn this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topic Teacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactions What this paper adds Introduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technology Finds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects