The development of teachers pedagogical content knowledge for STEM teaching through lesson study to enhance students' 21st century learning and innovation skills

Name: Kornkanok Lertdechapat

LCSH: Kasetsart University -- Dissertations. Ph.D. (Science Education) 2020

Classification :.LCCS: Q181

LCSH: Kasetsart University. -- Department of Education -- Dissertations

LCSH: Science -- Study and teaching

LCSH: Mathematics -- Study and teaching

LCSH: Technology -- Study and teaching

LCSH: Engineering -- Study and teaching

Abstract: This research is framed by a constructivist approach with the multiple case study designed to explore how lesson study (LS) develops the pedagogical content knowledge for STEM teaching (PCK for STEM) of the preservice science teachers (PSTs). Participants included four PSTs, four cooperating teachers, and three university mentors who were provided the responsibility of the supervision. To answer the overarching question which is How does lesson study support the development of the preservice science teachers’ PCK for STEM?, three sub-questions including 1) the initial PCK for STEM prior to engaging in LS, 2) the changes of their PCK for STEM after engaging in LS, and 3) how LS affected the changes of PCK for STEM were explored. Two main frameworks included 1) four components including sixteen subcomponents of PCK for STEM which were modified from Magnusson, Krajcik, and Borko (1999) and Hanuscin, Cisterna, and Lipsitz (2018), and 2) phases of lesson study which were modified from Lewis and Hurd (2011) and Stepanek, Appel, Leong, Mangan, and Mitchell (2007). The data were collected from the content representations tools (CoRes), STEM lesson plans, teaching observations, lesson study meeting observations, postlesson discussions, and follow-up interviews in order to generate robust data and ensure the trustworthiness of the data collection, and they were analyzed by using descriptive analysis and summarized as follows. The initial PCK for STEM of PSTs showed that the knowledge of learners’ understanding in STEM and the knowledge of STEM curriculum had low scores when compared to other components. There were no patterns of the changes of their PCK for STEM due to several factors including their experience in teaching STEM lessons, teaching confidence, and reasons behind implementing the lessons. The engagement in LS could not ensure the development of PSTs’ PCK for STEM whereas the post-lesson discussions were the main platform to enhance PSTs’ understanding of the learners’ learning and instructional strategies for teaching STEM. The most important remark was that post-lesson discussions could enhance PSTs to develop their particular PCK for STEM when they were taken into consideration. To implement the complete phase of LS, the schedules which support LS members to engage in all phases of LS should be predetermined and organized during forming the clusters. In the future research, the learners’ ideas should be concerned and considered with a view to designing the integrated STEM lessons. In addition, the PCK for STEM should not only be realized as topic-specific learning but also specific to the features of integrated STEM lessons.

Kasetsart University. Office of the University Library

Address: Bangkok

Email: tdckulib@ku.ac.th

Name: Chatree Faikhamta

Role: Thesis Advisor

Name: Deborah L. Hanuscin

Role: Thesis CO-Advisor

Created: 2020

Modified: 2025-07-27

Issued: 2025-07-27

วิทยานิพนธ์/Thesis

application/pdf

URL: https://www.lib.ku.ac.th/KUthesis/2563/kornkanok-ler-all.pdf

CallNumber: Q181 .K67

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degraee

Descipline: Science Education

Grantor: Kasetsart University

©copyrights Kasetsart University

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