Building a classroom-based professional learning community through lesson study: insights from elementary school science teachers

Abstract: Constructivism in Science Learning in Elementary Schools: Epistemological and Ontological Perspectives and Doubts in the Praxis. A constructivist perspective focuses on children’s contribution to the construction of knowledge. Constructivism believes that a child is a real inquirer and discoverer who is actively engaged in building theories about the world and the way it works without the aid of direct instructions. The implication is that teachers have to give wider mandates to students, to provide them with contexts for experimentation to occur, and to facilitate theory building by providing helpful experiences. Epistemologically and ontologically, there are still doubts about the application in practice. This, however, should not be a constraint for science teachers to implement basic principles of constructivism as one of the alternative solutions to educational reform and movement in the elementary school science. Keywords: constructivism, science learning science, elementary school science

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Sorotan Literatur Bersistematik Terhadap Komuniti Pembelajaran Profesional dalam kalangan Guru Matematik Sekolah

Malaysian Journal of Social Sciences and Humanities (MJSSH) ◽

10.47405/mjssh.v6i10.1066 ◽

2021 ◽

Vol 6 (10) ◽

pp. 164-176

Author(s):

Hajar Mohamed ◽

Siti Mistima Maat

Keyword(s):

Learning Community ◽

Professional Learning Community ◽

Professional Learning ◽

Mathematics Teacher ◽

Lesson Study

Komuniti Pembelajaran Profesional (Professional Learning Community, PLC) disenaraikan sebagai salah satu aktiviti Pembangunan Profesionalisme Berterusan (PBB) oleh Kementerian Pendidikan Malaysia (KPM). Agenda KPM ini adalah agar guru secara berterusan melengkapkan dan dilengkapi dengan ciri-ciri pendidik professional abad ke-21. Amalan PLC dalam kalangan guru matematik di Malaysia amat memerlukan anjakan agresif. Oleh itu artikel ini menjalankan kajian sorotan literatur bersistematik terhadap amalan PLC dalam kalangan guru matematik diperingkat global. Tujuan kajian ini adalah untuk meninjau amalan PLC di seluruh dunia dan strategi atau elemen yang digunakan. Strategi atau elemen yang merujuk kepada aktiviti PLC yang dilaksanakan dikategorikan kepada Bengkel dan Kursus, Perkongsian dan Perbincangan Dalam Komuniti, Kumpulan Lesson Study dan Kumpulan Penyelidikan. Melalui empat fasa pemilihan berpandukan Penyata PRISMA, 143 artikel berjaya dipilih pada fasa pertama. Carian artikel menggunakan kata kunci “Professional Learning Community” dan “Mathematics Teacher” dilakukan melalui pengkalan data utama Scopus dan Eric. Enam kriteria pemilihan berserta pengecualian telah memilih 30 artikel untuk disintesis pada fasa kelayakan. Dapatan analisis ini mengenalpasti 15 negara yang terlibat dan Amerika Syarikat telah mendahului dalam kajian PLC melibatkan guru matematik. Kajian ini mendapati bahawa amalan PLC pesat dijalankan dengan pelbagai strategi yang boleh dijadikan rujukan komuniti guru di Malaysia khususnya. Mendepani sistem pendidikan semasa pandemik Covid-19, perlaksanaan PLC berstruktur dan berterusan perlu difikirkan. Platform Google Classroom disarankan sebagai titik permulaan dalam usaha mengekalkan kualiti guru yang kekal releven dan efektif dalam ekosistem pendidikan dinamik, mencabar dan sentiasa menuntut keberhasilan murid yang holistik serta menepati kualiti global.

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Elementary school science teachers’ responses to problem scenarios related to teaching sexuality-related topics

Sex Education ◽

10.1080/14681811.2020.1749045 ◽

2020 ◽

pp. 1-14

Author(s):

Ozlem Erden

Keyword(s):

Elementary School ◽

Science Teachers ◽

School Science ◽

Elementary School Science

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Making Haste Slowly: A Philosophy For Elementary School Science Teachers

School Science and Mathematics ◽

10.1111/j.1949-8594.1967.tb15294.x ◽

1967 ◽

Vol 67 (9) ◽

pp. 814-816

Author(s):

Pearl Astrid Nelson

Keyword(s):

Elementary School ◽

Science Teachers ◽

School Science ◽

Elementary School Science

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The Relationship between Professional Learning Community and Lesson Study: A Case Study in Low Performing Schools in Sabah, Malaysia

Sains Humanika ◽

10.11113/sh.v9n1-3.1144 ◽

2017 ◽

Vol 9 (1-3) ◽

Author(s):

Bitty Ansawi ◽

Vincent Pang

Keyword(s):

Learning Community ◽

Professional Learning Community ◽

Professional Learning ◽

Lesson Study ◽

Strong Relationship ◽

Community Practice ◽

Policy Makers ◽

Low Performing Schools ◽

The Relationship

Education plays an important role in the development of a nation. Teachers, the main implementer of curriculum at school are subjected to numerous approaches and strategies which have been proven to bring about positive and significant change in students’ academic performance. However, the success of these programs depends on the positive perception of these programs. This study aims to identify how lesson study relates to professional learning community practice in the school. A total of 98 teachers selected via purposive sampling from low performing schools in Sabah. Two scales were adapted from past studies to measure the respondents’ perception about professional learning community and lesson study practices. Data from the questionnaire was analyzed with IBM SPSS 23.0. Findings showed that teachers perceived both professional learning community and lesson study practices highly. Lesson study and professional learning community showed significant positive and strong relationship. This study implied that teachers in low performing school are receptive of these practices and such attitude may contribute to the success of the SISC+ program in these schools. Findings from this study help policy makers and practitioners to plan strategically on the implementation of these practices in schools.

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