Developing theoretical coherence in teaching and learning: case of neuroscience-framed learning study

Abstract

Purpose-The purpose of this paper is to describe two cycles of learning study (LS) involving eight elementary teachers in British Columbia, Canada. The study explored the teachers' experiences of learning to plan and teach lessons as informed by recent brain research. Design/methodology/approach-The case study was constructed using data sources including teacher semi-structured interviews (pre-study, post-study and delayed post-study), classroom materials (including student assignments), LS training materials, fieldnotes and recordings of meetings and research lessons; sources were triangulated. Thematic analysis was applied. Contemporary neuroscience perspectives framed the LS discourse and analysis. Findings-The teachers developed theoretical coherence and could better articulate reasons for their pedagogy. They developed understandings of the cognitive architecture underlying functions like learning and memory, allowing them to identify pedagogical actions that are consistent with human biology and understand why these actions are effective in promoting learning. Practical implications-LS is shown to be an effective professional development (PD) model where theoretical knowledge, like neuroscience, could be employed and tested in classroom settings to provide depth to support teachers' praxis. This teaching-research nexus supports exploration of fruitful connections between theoretical knowledge and education to advance the science of learning and the science of instruction. Originality/value-Findings demonstrated how LS could be employed with alternative theoretical perspectives to promote teacher PD, thus extending beyond the dominant use of variation theory. Also, illustrated is the potential use of LS to bridge the knowledge gap between neuroscience and education.

Sustainability of Lesson Study on The Lesson Study for Learning Community (LSLC) Program in Batu City East Java Province

“…Curricular reform from a topdown model to a bottom-up model must be a fundamental paradigm shift for educators in schools. Education carried out in the school is expected to be an education which is closely related to the daily life of students (Tan et al, 2019); thus, the students can directly practice the learning outcomes in school on the development of life inquiry, culture, and critical thinking patterns in overcoming the problems.…”

“…(2) see the gap between the assumptions that the teacher imagines when the students learn and what actually happens when the students learn. (3) discover how to plan the lesson that is suitable with the students' needs and (4) alter the teaching patterns by giving more emphasis on how the students learn (Dudley, 2013).The activities carried out by the teachers on LS can develop theoretical coherence and build up a better pedagogical system (Bjuland & Mosvold, 2015;Ngang & Sam, 2015;Tan et al, 2019). The teachers can develop broadly the cognitive function of students so that it can underlie the architectural thinking and behavior patterns (Baymuradovna et al, 2020;Lofthouse & Cowie, 2018;Widoretno & Dwiastuti, 2019).…”

Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology

“…These cyclical approaches allowed for rich insights into possible reasons why our teaching strategies were working (or not), and were typically accompanied by a pre/post set of questions providing additional evidence on our strategies' effectiveness (Tan & Nashon, 2013). We found conversations surrounding the coexistence claim particularly fruitful in Learning study, as they provided additional lenses with which we could view our practice (Tan et al, 2019). To our knowledge, very few learning theories have been employed in Learning study (Runesson, 2016).…”

Neuroscience Concepts Changed Teachers’ Views of Pedagogy and Students

“…These studies do suggest that neuroscience knowledge might be influential in convincing teachers of the merits of constructivist teaching approaches. In focus and lesson study groups, teachers connect ideas from basic neuroscience to their own pedagogical practices ( Dubinsky et al, 2013 ; Tan and Amiel, 2019 ; Tan et al, 2019 ). After a master’s course focusing upon the neuroscience of learning and memory, non-science teachers explained their revisions to a lesson plan utilizing neuroscience ideas ( Schwartz et al, 2019 ).…”

“…Understanding biologically how stress and trauma can suppress learning, teachers self-reported curtailing harsh disciplinary practices and providing more student social and emotional support ( Brick et al, 2021b ). In the reflective and iterative lesson study process, providing grade school teachers with understanding of neuroscience principles guided them to shift their pedagogies to more student-centered practices and afforded them with the means to explain those choices ( Tan and Amiel, 2019 ; Tan et al, 2019 ). These studies suggest that neuroscience ideas may indeed have influenced teachers’ pedagogical choices.…”