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

Abstract

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.

A systematic review of transparency in Lesson Study research: how do we report on the observation and reflection stages?

“…We coded the articles from the final set of studies according to a procedure adapted from O'Connor and Joffe (2020). The first author, who acted as the primary coder, coded a small amount of data during the development stage of the coding protocol to ensure its suitability.…”

“…In addition to the frameworks discussed above, we found that seven studies (5%) grounded their understanding of the reflection stage in alternative theoretical perspectives. Brown et al (2016), for instance, referred to theoretical perspectives on "learning conversations, " and Lee and Tan (2020) on "professional conversations. " Warwick et al (2016) and Bae et al (2016) both connect the reflection stage to the notions of dialog, interthinking, and modes of talk (Mercer, 2000;Littleton and Mercer, 2013).…”

Collaborative Software Engineering Model Dependent on Deep Recursive Least Squares

“…ere are three types of changes in the process model proposed, which have specific meaning in the workflow model: the form type task node, the tool type task node, and the subprocess node. (8) L is the mapping between the place and the transition to the namespace, and L : P∪T)⟶E * , S * stands for the set of character strings.…”

“…In this paper, the collaborative development of software is implemented based on the method of the deep recursive least squares through the establishment of an evaluation system for the collaborative engineering tools. e so-called collaborative design indicates that in the whole design process, as there are many nodes and parameters, it is necessary to take the control-driven support, data-driven support, and other factors into comprehensive consideration [5][6][7][8][9]. At the same time, since the collaborative design has a certain level of complexity, it is necessary to understand the complexity clearly in the process of collaborative design of software and distinguish the complexity according to business logic appropriately.…”