The Integration of a Lesson Study Model into Distance STEM Education during the COVID-19 Pandemic: Teachers’ Views and Practice

Abstract

This paper investigated the integration of a Lesson Study Model (LSM) into distance STEM education during the COVID-19 pandemic. The study focused on six dimensions: (1) STEM education in distance learning, (2) Lesson Study (LS), (3) lesson planning processes, (4) challenges of lesson planning, (5) evaluation and assessment methods, and (6) strategies, methods, and techniques. The sample consisted of 24 science teachers recruited using criterion sampling, which is a purposive sampling method. A case study, which is a qualitative research method, was the design of choice. Data were collected through interviews, videotapes, and expert observations. The data were analyzed using inductive content analysis. Themes, categories, and codes were developed in accordance with the research purpose. Participants had positive opinions about the LSM, STEM education, and distance learning. Participants stated that the LSM activities within distance learning contributed to pedagogy and content knowledge in the STEM education process. The challenges faced by participants were unfavorable environmental conditions, time management issues, and a lack of knowledge and experience in lesson planning. Expert observations and videotapes corroborate these results, indicating that the LSM integrated with STEM education results in higher quality STEM lesson planning and teaching. Moreover, distance learning platforms are promising ways to ensure the professional development of teachers during the pandemic.

How can Lesson Study Model be used in special education?

“…Emphasizing that they only try to implement the achievements in their own plans in the normal teaching process, the teachers stated that this model can be applied during additional lesson hours and teachers should be paid during these hours. Similar limitations regarding the lesson study have been expressed in many studies (Aykan & Yıldırım, 2022;Chen, 2017;Lampley et al, 2018).…”

“…The teachers discovered that they learned to take risks regarding the instructional practices, which they could not do before. Demir et al (2013), Dudley (2013), and Aykan & Yıldırım (2022) found in their studies that the lesson study model encouraged teachers to take more risks than normal times and to step out of their comfort zone. Stating that the application process of the model contributed positively to their perspectives on the teaching process, special education teachers expressed that they interacted with their colleagues that they do not normally do.…”

Distance Lesson Study in Mathematics: A Case Study of an Italian High School

“…Our experimentation was carried out at a high school and the Lesson Plan was modified to include the distance learning needs and the resources, agreeing with the conceptual framework (DAD), which is described in the following section. Many scholars (e.g., Aykan and Yildirim, 2022) investigated the integration of the Lesson Study Model into distance education during the COVID-19 pandemic, focusing on several dimensions: Lesson Study in distance learning, lesson planning processes, challenges of lesson planning, evaluation, and assessment methods, new strategies, methods, and techniques. Huang et al (2021) in their article, "Digital technologies, online learning and lesson study, " show how various technologies could be used to modify and strengthen lesson study.…”

Evaluation of Management of the Use of Information and Communication Technology

“…However, in the current situation of the COVID-19 pandemic and considering the economic capabilities of students' parents, wise considerations are needed regarding the decision to increase the student's monthly tuition. Another way can be done through collaboration with the government or with other parties who care about education (Aykan & Yıldırım, 2022;Yu & Jee, 2021).…”