Investigating learning support in science classroom during lesson study for a learning community

Abstract

Teacher and peers provide students with multiple learning support that promote social and academic engagement. How to provide appropriate support to student learning is one of focus in lesson study for learning community (LSLC). LSLC emphasizes on reciprocity among student and also between teacher and children. This paper aims to identify profile of learning support during LSLC and analyse the impact of post-lesson discussion to learning support. Research method used in the study is descriptive qualitative. The study was carried out in science lesson which consist of three different science topics. Samples were collected through three videotaped LSLC cycle and those are analysed qualitatively. Required data in this study were field note, transcript of research lesson and transcript post-lesson discussion. The findings in this paper illustrate that during LSLC are 1) post-lesson discussion affect to teachers' initiative in organizing learning support 2) teachers' support influence how student provide support to their peers.