Advancing Preservice Physics Teachers’ Critical Thinking through Active and Passive Microteaching Lesson Study

A pretest-posttest comparison-group quasi-experimental study was endeavoured to unravel the effects of the two forms of Microteaching Lesson Study (MLS), the Active MLS and the Passive MLS, on the critical thinking of aspiring physics teachers. Eighteen Bachelor of Secondary Education specializing in Physical Science students participated in the six-week study. Data were gathered using the Critical Thinking Inventory in Physics and were analysed utilizing the Wilcoxon Signed Ranks Test, Mann-Whitney U Test, and descriptive statistics. Results revealed that both the Active and Passive MLS have positive effects on the overall critical thinking and on all of the critical thinking sub-skills of the preservice teachers. Results further showed that the Active MLS is significantly more effective than the Passive MLS in developing overall critical thinking and its sub-skills, specifically, inference and interpretation. The implementation of lessons by the Active MLS group in microteaching sessions indicated positive affordances on the development of critical thinking. Further studies involving a greater number of preservice teachers specializing in different fields of science are recommended. The integration of the MLS, especially the Active MLS, in the preservice teaching curricula is deemed a worthwhile engagement.

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EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS’ CRITICAL THINKING

Journal of Baltic Science Education ◽

10.33225/jbse/19.18.692 ◽

2019 ◽

Vol 18 (5) ◽

pp. 692-707

Author(s):

Billy A. Danday ◽

Sheryl Lyn C. Monterola

Keyword(s):

Critical Thinking ◽

Physics Education ◽

Lesson Study ◽

Control Group ◽

Multiple Sources ◽

Multiple Representation ◽

Beneficial Effects ◽

Post Test ◽

Quasi Experimental ◽

Field Notes

A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers’ critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U test was utilized to ascertain statistical difference between the experimental and the control group. Results revealed significant differences in the scores between the two groups in the overall critical thinking and on its sub-domains. Findings indicate beneficial effects of the microteaching MRLS in developing pre-service teachers’ critical thinking. Keywords: critical thinking, lesson study, multiple representations, physics education, pre-service teachers, science education.

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Lesson Study with Preservice Teachers

Mathematics Teacher ◽

10.5951/mt.102.3.0186 ◽

2008 ◽

Vol 102 (3) ◽

pp. 186-191

Author(s):

Mary T. McMahon ◽

Ellen Hines

Keyword(s):

Preservice Teachers ◽

Instructional Practices ◽

Mathematics Teachers ◽

Lesson Study ◽

Secondary Mathematics ◽

Time Constraints ◽

Collaborative Reflection ◽

Secondary Mathematics Teachers ◽

Preservice Teaching ◽

Study Experience

The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.

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Preservice EFL teachers’ collaborative understanding of lesson study

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-12-2018-0092 ◽

2019 ◽

Vol 9 (1) ◽

pp. 31-42

Author(s):

Hamissou Ousseini

Keyword(s):

Preservice Teachers ◽

Lesson Study ◽

Teacher Educators ◽

Study Data ◽

Small Scale ◽

Content Type ◽

English As Foreign Language ◽

Efl Teachers ◽

Key Factor ◽

Efl Teacher Education

Purpose The purpose of this paper is to report on a small-scale research undertaken to examine the preservice English as foreign language (EFL) teachers’ collaborative understanding of lesson study. It constitutes the first of two empirical steps undertaken for integrating lesson study in initial EFL teacher education. The paper takes to the belief that preservice teachers’ understanding is a key factor that determines success or failure of lesson study projects and should therefore be investigated. Design/methodology/approach There were four preservice teachers who volunteered to participate in the study. Data were collected based on two procedures. Participants read the works of Lewis and Tsuchida (1999) and Dudley (2014) and were asked to collaboratively reflect about their readings on a WhatsApp platform. They were afterwards brought to a face-to-face discussion guided by questions mostly built from their previous reflections on the WhatsApp platform. Findings Participants have demonstrated a joint understanding which was essentially achieved due to the collaborative procedures. Likewise, participants have collaboratively reflected on the factors that could affect the process of lesson study and its application to EFL classrooms in Niger. These factors have been related to the issues in research methodology and the contextual learning culture. Originality/value The findings from this study draw attention to the need for teacher educators to use interactive and collaborative strategies while instructing preservice teachers about lesson study. The paper also offers insights about contextual factors which require preliminary and immediate actions before implementing lesson study in Niger.

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A Course Designed to Improve Psychological Critical Thinking

Teaching of Psychology ◽

10.1080/00986280701498509 ◽

2007 ◽

Vol 34 (3) ◽

pp. 153-157 ◽

Cited By ~ 25

Author(s):

Suzanna L. Penningroth ◽

Laran H. Despain ◽

Matt J. Gray

Keyword(s):

College Students ◽

Critical Thinking ◽

Active Learning ◽

Comparison Group ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Experimental Control ◽

Psychological Science ◽

Quasi Experimental

We developed a 1-credit freshman-level course designed to enhance psychological critical thinking. We based the new curriculum on Stanovich's (2004) text, with an emphasis on active learning and critically evaluating claims by applying scientific concepts. To assess the effectiveness of this course, we used a pretest–posttest design with a quasi-experimental control group. At posttest, students in the psychological science course showed greater improvement on psychological critical thinking than students in a comparison group. Therefore, we recommend the techniques used in this instructional intervention to help college students improve their critical thinking skills.

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Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v5i2.11300 ◽

2018 ◽

Vol 5 (2) ◽

pp. 190-200

Author(s):

Tety Dwi Setyaningsih ◽

Agus Maman Abadi

Keyword(s):

Critical Thinking ◽

Mathematics Anxiety ◽

Math Anxiety ◽

Comparison Group ◽

T Test ◽

Critical Thinking Ability ◽

Group Design ◽

Thinking Ability ◽

Quasi Experimental ◽

And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan mana yang lebih efektif antara PBL setting kolaboratif kelompok dan berpasangan ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kalasan yang terdiri dari empat kelas. Kelas VII C dan VII D ditentukan sebagai sampel secara acak. Dari kedua kelas tersebut diberi instrumen pretest dan postest tentang prestasi belajar aljabar, kemampuan berpikir kritis dan angket kecemasan siswa. Untuk menguji keefektifan pembelajaran digunakan uji one sample t-test. Untuk menguji perbedaan keefektifan digunakan uji MANOVA dan untuk mengetahui pembelajaran mana yang lebih efektif digunakan uji independent sample t-test. Hasil penelitian menunjukkan: (1) PBL seting kolaboratif kelompok maupun berpasangan masing-masing efektif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa, (2) PBL seting kolaboratif kelompok lebih efektif dibandingkan PBL seting kolaboratif berpasangan ditinjau dari prestasi belajar aljabar, namun tidak terdapat perbedaan keefektifan ditinjau dari kemampuan berpikir kritis dan kecemasan siswa. The effectiveness of PBL with collaborative setting in terms of algebraic achievement, critical thinking ability, and math anxiety AbstractThis study aimed to describe which was more effective between PBL with grouped collaborative setting or paired collaborative setting in terms of the algebraic achievement, critical thinking ability, and mathematics anxiety. This research was quasi-experimental with the pretest-posttest nonequivalent comparison-group design. The research population included all 7th grade students of SMP Negeri 3 Kalasan which consisted of four classes. Two classes were randomly established as the sample. Before and after the treatment, these two classes were given a pretest and posttest of algebraic achievements, critical thinking ability, and and questionnaire of math anxiety. To test the effectiveness of this study, the researcher used one sample t-test; to examine differences in the effectiveness, the researcher used MANOVA; to determine which learning model was more effective, the researcher used the independent sample t-test. The results of this study show that: (1) the PBL with grouped and paired collaborative setting were effective in terms of the algebraic achievements, critical thinking ability, and mathematics anxiety, (2) the PBL with grouped collaborative setting was more effective than that using the PBL with paired collaborative setting in terms of algebraic achievement, but no difference in the effectiveness in terms of critical thinking ability and math anxiety

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Dialogic Reading

Journal of Early Intervention ◽

10.1177/1053815116668643 ◽

2016 ◽

Vol 38 (4) ◽

pp. 230-246 ◽

Cited By ~ 11

Author(s):

Jacqueline A. Towson ◽

Peggy A. Gallagher ◽

Gary E. Bingham

Keyword(s):

Preschool Children ◽

Children With Disabilities ◽

Comparison Group ◽

Intervention Group ◽

Dialogic Reading ◽

Typically Developing ◽

Random Assignment ◽

Positive Effects ◽

Quasi Experimental ◽

Preliteracy Skills

Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention ( n = 21) and a comparison group ( n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. This occurred both for words that were specifically targeted during dialogic reading, and for additional vocabulary words in the storybook.

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Mengembangkan Kemampuan Berfikir Kritis Melalui Metode Pembelajaran Improve

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v7i2.31 ◽

2016 ◽

Vol 7 (2) ◽

pp. 167-180 ◽

Cited By ~ 2

Author(s):

Mujib Mujib

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Mathematical Thinking ◽

Thinking Skills ◽

Study Data ◽

Critical Thinking Skills ◽

Learning Group ◽

Quasi Experimental ◽

Learning Factors ◽

Better Than

The focus of this research is to look at the development of students' critical mathematical thinking skills of IMPROVE learning methods. This research is quasi-experimental research with a population of a student of class VII SMP PGRI Kec. Sukarame Kota Bandar Lampung for the academic year 2015/2016, while the sample in this research is the students of class VII, which come from two classes in each class chosen at random. The instruments used in this study. Data analysis using a different test. Two-way ANOVA test and test. Based on the results of data analysis resulted in mathematical learning group of students who gain learning better than students who obtain conventional learning. Students who have received IMPROVE learning, upper category students have improved mathematical critical thinking skills than middle and lower category students, while improving students' mathematical thinking skills under category is better than middle category students. There is an interaction between the learning factors with the category of students' ability there is an increase in critical thinking skills mathematically.

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Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

Journal of Psychology and Theology ◽

10.1177/00916471211011596 ◽

2021 ◽

pp. 009164712110115

Author(s):

Charissa H. W. Wong ◽

Li Neng Lee ◽

Alberto Pérez Pereiro

Keyword(s):

Self Esteem ◽

Control Group ◽

Short Term ◽

Self Directed Learning ◽

Positive Effects ◽

Post Test ◽

Quasi Experimental ◽

Directed Learning ◽

Group Post ◽

Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

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Effectiveness of a Care Delivery Model for High-Need Older Adults in Communities

Research on Social Work Practice ◽

10.1177/1049731520982355 ◽

2020 ◽

pp. 104973152098235

Author(s):

Kuei-Min Chen ◽

Hui-Fen Hsu ◽

Li-Yen Yang ◽

Chiang-Ching Chang ◽

Yu-Ming Chen ◽

...

Keyword(s):

Older Adults ◽

Repeated Measures ◽

Comparison Group ◽

Care Delivery ◽

Intervention Group ◽

Community Dwelling ◽

Delivery Model ◽

Positive Effects ◽

Repeated Measures Design ◽

Care Delivery Model

Purpose: This study aimed to test the effectiveness of High-Need Community-Dwelling Older Adults Care Delivery Model (HCOACDM) in Taiwan. Methods: A cluster randomized controlled trial with repeated measures design was conducted in eight community care centers, involving 145 high-need older adults who were assigned to the intervention group or comparison group. The HCOACDM was provided over 6 months. Functional ability, quality of life, depressive symptoms, and health care and social service utilizations were measured at baseline, at 3 months, and 6 months into the intervention. The participants’ satisfaction was measured at the end of 6-month intervention. Results: Positive effects were shown on all variables in the intervention group at both the 3-month and 6-month intervals (all p < .05). The intervention group had a higher satisfaction with care delivery than the comparison group ( p < .05). Discussion: The promising findings supported a long-term implementation of the HCOACDM as applicable and beneficial.

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