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Enhancing Life Science Learning in Middle School: Unleashing the Power of Japanese Lesson Study

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Title: Enhancing Life Science Learning in Middle School: Unleashing the Power of Japanese Lesson Study
Language: English
Authors: Chris L. Craney, Thomas Lau, James Rust, Robert M. de Groot, William T. Nelson, Adriana Ghomeshi, Alicia Ogas
Source: American Biology Teacher. 2024 86(6):345-351.
Availability: University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice, Grade 7, Biological Sciences, Science Achievement, Disadvantaged Youth, Minority Group Students, Hands on Science, Science Instruction, Student Improvement, Middle School Teachers, Middle School Students
Geographic Terms: California (Los Angeles)
DOI: 10.1525/abt.2024.86.6.345
ISSN: 0002-7685
1938-4211
Abstract: A student's middle school science experience strongly impacts their future science, technology, engineering, and mathematics interest. The Japanese lesson study (JLS) model strengthens the student's experience through a research-based, collaborative, multistep, teaching-centered process focused on transforming local instructional practices. The JLS model has seen very limited application to middle school life science classrooms. The six-year-long implementation of JLS to core standards in the seventh-grade life science curriculum at a Los Angeles area school serving a historically underrepresented population found large, gender-independent increases in student mastery of key science standards, increased teacher collaboration in the areas of lesson development and data analysis, and school-site reform yielding district and statewide recognition.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437820
Database: ERIC
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  Data: University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
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  Data: A student's middle school science experience strongly impacts their future science, technology, engineering, and mathematics interest. The Japanese lesson study (JLS) model strengthens the student's experience through a research-based, collaborative, multistep, teaching-centered process focused on transforming local instructional practices. The JLS model has seen very limited application to middle school life science classrooms. The six-year-long implementation of JLS to core standards in the seventh-grade life science curriculum at a Los Angeles area school serving a historically underrepresented population found large, gender-independent increases in student mastery of key science standards, increased teacher collaboration in the areas of lesson development and data analysis, and school-site reform yielding district and statewide recognition.
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  Data: 2024
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  Data: EJ1437820
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        Value: 10.1525/abt.2024.86.6.345
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      – Text: English
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        PageCount: 7
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      – SubjectFull: California (Los Angeles)
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              Type: published
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