Lesson study as a means of transforming classroom discourse and student cognitive engagement in science classroom

Abstract

This study deals with the impact of lesson study focused on classroom discourse and student cognitive engagement in science classroom. Lesson study has been used as a professional development program where teachers will be able to improve on teacher instructional practices. In this study, lesson study was conducted in two junior high schools for two cylces which a cycle starts from build a lesson design, implementation lesson design in science classroom, reflection, and revise the lesson design. A qualitative approach design in this study provides a detailed look at each aspect of lesson study which showed the impact on classroom and student cognitive engagement in science classroom. Classroom discourse and student cognitive engagement analyzed form transcribed video recordings and measured by EQUIP (The Electronic Quality of Inquiry Protocol). The result showed an increase in student cognitive engagement and the following aspect of classroom discourse : questioning level, complexity of questions, and communication pattern. In general, lesson study was effective to help teacher reflect the lessons and revise the lesson design as a part of lesson study was effective to improve classroom discourse. This study contributes to upgrade teacher instructional practices and student cognitive engagement in the science classroom.