An interdisciplinary Lesson Study (LS) team of teacher educators from Bowling Green State University recently engaged third-year teacher-candidates (TCs) in a LS cycle focused on the high leverage practice of leading a discussion. Two sessions were conducted, allowing TCs to participate in a generative dialogue within interdisciplinary small groups. Two Lesson Study research questions included: 1. How does generative dialogue among teacher-candidates provide an opportunity to share ideas about preparing high school graduates entering the world of young adulthood? 2. How do teacher-candidates perceive their impact as teachers in preparing their students to enter young adulthood? The methodology consisted of co-creating a lesson plan, facilitating interdisciplinary small groups, recording and producing transcripts of small group sessions, and analyzing and coding data for emerging themes. An inductive analysis approach was used, and the following themes emerged pertaining to the essential skills and knowledge base TCs perceived as important in preparing students for young adulthood: (a) civic competence, (b) problem solving, and (c) interdisciplinary connections. These themes helped determine whether TCs produced generative dialogue within the small group sessions. The sub-theme of Creating knowledge and Practice in Higher Ed connects directly to the significance of practice and relevance. Therefore, the presentation will highlight the planning, implementation, and results of a lesson study cycle. In addition, the TCs engagement in interdisciplinary generative dialogue in small groups will be discussed because it allowed for rich conversation regarding how disciplines interact and connect in preparing high school graduates for young adulthood.

The paper analyses two theories of learning, the Theory of Immergence and the Variation Theory, in the context of perspective and whole, and aims to outline pathways for teaching practice. The author defined the term immergence in his basic pedagogical research as the immersion movement in a state of conscious thought. This kind of focused awareness is the precondition for the experience of mental immersion, of involved thinking. The Theory of Immergence as a didactic model relinquishes the differing, whilst not letting it become unified; it enters into Equivalent equilibrium without objectifying or forming a totality. Immergent learning emphasises the Between: the non-measurable parts of the cognitive, the contingency of the subjective as ambiguity and plurality, and the engagement with the present. The Variation Theory takes an object of learning as a starting point and identifies necessary conditions for the process of learning. In this process, those aspects of the object that are perceived simultaneously are organised in a strong focal awareness in relation to a particular critical property. Variation in learning emphasises in the part-whole relationship: the object of learning refers to the properties and parts as well as their relationships to each other and to the whole. In pedagogical action, immergence requires an opportunity within space and time de-limitations - the creation of zones of immergence in everyday school life. For variation, learning situations must be created in which the learners subsequently recognise differences and similarities of an object of learning.

This project aims to invite Chinese elementary school teachers across STEM for attending Lesson Study (LS) to develop lessons based on the core ideas of Maker Education. Maker education is based on the idea that the process of creating meaningful artefacts leads to an improved maker mindset (MM), which can be summarized as the cognitive, affective and behavioral aspects of an open and constructive stance towards problems-solution. The LS model used will combine Chinese Lesson Study (CLS) with UK Research Lesson (UKRL), selecting three cases pupils to inform teachers. The LS team employs a pedagogy based on a Design Thinking (DT) process, (Emphasize-Ideate-Define-Prototype-Test), as part of a Making Pedagogy. Firstly, teachers are informed about MM in terms of constructs, indicators, and descriptions based on systematic literature review results. MM constructs include STEM knowledge and skills, thinking skills, self-efficacy, self-identity and self-concepts, intrinsic motivation, self-regulating learning, and learning by sharing and collaborating. Secondly, teachers share their views about task-related indicators of MM based on their teaching experience. Finally, teachers collaborate to set two- or three-MM constructs and STEM-related concepts as teaching and learning goals for RLs. As part of the process, the LS team develops rubrics and standards to evaluate MM. They can set weights to the various components of the MM measure, reflecting their views on their importance in the different DT stages. This study adopted integrated model, both emphasizing teachers' teaching and students' learning. Secondly, it extends LS application fields to STEM curriculum design and MM assessments.

English is a major language commonly used in the world. This language is taught as the second language in all primary and secondary school in Malaysia because of its significance in culture, politics, economics and technology. In Sarawak, Mathematics has been is taught in English since 2020 to prepare young Sarawakian in facing industrial revolution 4.0 in future. Therefore, is critical for students to master basic terms of Mathematics in English in order to master the subject itself. For students in rural areas, however, English is still a foreign language. Thus, it can be hard for the teachers to teach Mathematics skills especially among young children in the rural school who are not exposed to English outside of the classroom. The aim of this lesson study is to study the effectiveness of Gamified Card Game in helping 20 Year 2 pupils to master 20 basic terms in Mathematics the form of card game. Gamification of lessons is the used of game element in non-game situation to solve the task given. The data was gathered from the students' before and after the intervention, as well as an observation checklist during Mathematics lessons. The findings showed that the percentage of the pupils who understand basic terms in of Mathematics in English increases from 10% to 60% after the intervention. They also show positive attitudes toward Mathematics lessons. This study suggests that gamified activities should be used by teachers especially in the rural to enhance pupils’ mastery in Mathematics terms.

Pre-laboratory class is to facilitate students conceptually and procedurally before a laboratory class. However, the current pre-laboratory class was ineffective in improving students’ understanding due to the high cognitive analysis of application of Le Chatelier’s Principle. Therefore, lesson plans with virtual and blended learning elements were designed to help students construct the understanding of the chemical equilibrium experiment. The objectives of this study were to study whether the virtual learning could be conducted for a pre-lab chemical equilibrium class and to evaluate the effectiveness of using blended learning in pre-lab chemical equilibrium class. Lesson study was conducted in three cycles: (i) the conventional method, (ii) virtual learning using content videos to explain the Le Chatelier’s Principle and (iii) blended learning with integration of content videos and teacher physical facilitation in learning. Mean scores and post-hoc tests indicated that students could learn independently with minimal teacher supervision but performed the best in the blended learning class with teacher’s guidance. Interview and survey data showed that both students and teachers had positive inclination towards inclusion of content videos in pre-lab class. In the blended learning class, students responded that content videos helped to enhance their conceptual understanding while teachers believed that content videos allowed students to have a better visualisation of an abstract concept and make a sensible relationship between a concept and an experimental observation. This study reinforces the significance of video incorporation and blended learning in chemistry pre-laboratory class to improve students’ mastery and envisage of an abstract concept.

This study in to describe how lesson study can improve the STEM Lesson through the collaboration on science class. Two groups of students involved in this study, respectively at third and second years of junior high school in one of schools in South Tangerang, Banten, Indonesia. The setting of classes is lesson study that have 2 cycles. The implementation of lesson study's focus is collaborating that inline with the STEM focus in the class.

The study examines the extent to which senior teachers influence the STEM approach to the learning process, as well as the development of reasoning skills. Connections of physics, mathematics and English are defined. There are several ways to develop effective reasoning skills. Common to the object of study The results were taken from 10 classes. As a result of the study, it was decided to develop joint research tasks that combine disciplines.

The role of professional communities in school development is growing significantly, as there is a need to update the content and achieve the quality of education in the context of modernization in the Republic of Kazakhstan. According to the International Organization OECD the Kazakh educational system is the basis for the country's economic diversification. The paper reflects the results of the professional community of STEM teachers and their roles in developing STEM education at Nazarbayev Intellectual School . The study's relevance is due to society's need for technically competent specialists in the field of engineering and technical sciences, as well as the need to increase the motivation of students to choose engineering professions. Moreover, needed to create a system for the continuous training of future qualified engineering personnel with academic knowledge and professional competencies to develop priority areas of domestic science and technology. After analyzing scientific papers of stated problem and pedagogical experience, there is a lack of scientific research studies on school development management issues with the involvement of the pedagogical community. It also revealed the existence of contradictions in the need for school development management. The aim of the research to theoretically substantiate and experimentally verify the role of the professional community of STEM teachers and give practical recommendations for other schools. STEM Education develop students Research Skills according to the 4C model. Lesson study methods are used to organize the professional community. Expected results - creation of a professional community of STEM teachers who develop STEM education

This research describes how high school students can develop the skills to justify their decisions by completing research tasks. According to the results of the international PISA exam for several years, 15-year-old schoolchildren in Kazakhstan have low skills in analysis, synthesis and assessment according to Bloom's taxonomy. Based on this, ways were sought to develop the high skills of students of the Nazarbayev Intellectual School in Aktobe. The study was carried out for one year. One of the reasons for choosing this topic is that it allows students to apply the principle of analysis in advanced mathematics classes by conducting research, deepening their knowledge and establishing interdisciplinary connections with physics. The purpose of the study: to develop the communication skills of students, to teach them to solve text problems in mathematics, to effectively use knowledge in real life. Methods used in the study: collection of quantitative data through questionnaires, collection of qualitative data from students' communication through observation of the lesson. First of all, the results of the international PISA study and the results of CITO monitoring were studied. At the same time, according to the results of the CITO monitoring the skills of knowledge, understanding and application showed 100% each, a comparative analysis showed 82%, synthesis skills 67%, skills assessment 48%. The survey was conducted on the Microsoft Forms platform. A total of 62 students took part. CLIL technologies, Problem-Based Learning, and the LearningApps platform were used. The results of the study were disseminated at the school pedagogical council.

Lesson study has been widely conducted in primary and secondary teaching worldwide. In recent years, different studies have explored the benefits of lesson study among higher education academics. This paper investigated the use of lesson study in teaching Master of Teaching Primary Education teacher candidates on STEM lessons emphasising the Design Thinking principle. Two teacher educators teaching Mathematics education and Science education designed lessons to teach teacher candidates STEM lessons in primary schools using the lesson study approach. The study involved 3 dimensions: 1) STEM Education for primary school, 2) The process incorporating Design Thinking principle, 3) STEM Education across learning areas in teacher education faculty. This study used a self-study research design in discussing the lesson study approach in teaching the teacher candidates STEM lessons. The experiences and critical incidents in incorporating STEM lessons in cross-discipline learning areas are discussed.

As the new Course of Study for high schools fully implemented in Japan, teachers are encouraged to use active learning instructional strategies. However, high school teaching in Japan is known to be one-way didactic, and many high-school teachers are not well-prepared for implementing active learning instructional strategies. Literature indicates that mere lectures are not effective in changing high-school teachers’ didactic teaching. More practical ways of helping high-school teachers acquire active-learning instructional strategies are needed. In this study, a professional development program using avatar role-playing was developed and tested. A scenario for avatar role-playing was developed in the area of Newton’s third law of motion. Avatar sessions were held with 9 in-service and pre-service teachers to see how they teach a ten-minute science lesson with avatar students. The sessions were video-taped and coded using an observation rubric by researchers. Survey and interviews were conducted to see how they think and feel about their teaching with avatar. The results indicate that the avatar sessions revealed participant teachers’ basic thoughts and attitudes in teaching science more than just testing their teaching skills. Also, all the participants mentioned that the use of avatar role-playing is an effective way of improving their teaching. More discussions will be presented including our next step.