Fostering Dialogic Teaching in Science Classroom through Lesson Study

Abstract

This study deals with the impact of lesson study focused on dialogic teaching in the science classroom. Lesson study has been used as a professional development program where teachers will be able to improve teacher instructional practices. In this study, lesson study was conducted in junior high schools for two cycles which a cycle starts from building 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 dialogic teaching in the science classroom. Dialogic teaching analyzed form transcribed video recordings through transcript based lesson analysis (TBLA). Dialogic teaching each segment is analyzed and interpreted in the form of a pattern based on the teaching dialog categorization. The result showed an increase in effective dialogic teaching to create an inquiry learning environment in the second implementation. 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 dialogic teaching. This study contributes to upgrading teacher instructional practices in the science classroom.