Pre-service Teachers’ Knowledge of Statistical Questions in the Context of Lesson Study

İffet Elif Yetkin Özdemir

Article Details

Pre-service Teachers’ Knowledge of Statistical Questions in the Context of Lesson Study

Authors:

İffet Elif Yetkin Özdemir

Publisher:

Kastamonu University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Kastamonu Eğitim Dergisi Vol.32 Issue 3, pp.408-419

Document Type:

Article

Publication Date:

7/2024

Document Language:

English

Document ID (Org No.):

2001322987

pISSN:

2147-9844

Keywords:

Abstract:

 Purpose: This study aims to investigate the evolvement of pre-service teachers PTs content and pedagogical content knowledge related to formulating statistical questions and its role in doing statistics through their participation in a lesson study. DesignMethodologyApproach: A case study was employed, involving three PTs who participated in three lesson study sessions. Each group member implemented a lesson plan, initially in the university classroom and subsequently in a real classroom. The authors, the mentor teacher, and the group members observed the implementations and shared their insights. Data were collected through lesson plans, observations, and video recordings. The changes in PTs knowledge were analyzed within the identified knowledge domains. Findings: Initially the PTs did not have doing statistics starts with statistical questions, and these questions affect all phases of doing statistics. In task design, they omitted a problem statement guiding students to formulate a question and provided limited opportunities for students to contemplate problems leading to a statistical investigation. As the lesson study progressed, they began recognizing the significance of formulating a question. They became more attentive to students prior knowledge and misconceptions. Highlights: In the development of the PTs knowledge and skills about formulating questions, some activities they conducted throughout the lesson study cycles are thought to be effective. Although they gained awareness about formulating questions in doing statistics, challenges persisted even in the last lesson study cycle. From this perspective, extended studies are necessary to elucidate the evolution of teacher knowledge.

 Purpose: This study aims to investigate the evolvement of pre-service teachers PTs content and pedagogical content knowledge related to formulating statistical questions and its role in doing statistics through their participation in a lesson study. DesignMethodologyApproach: A case study was employed, involving three PTs who participated in three lesson study sessions. Each group member implemented a lesson plan, initially in the university classroom and subsequently in a real classroom. The authors, the mentor teacher, and the group members observed the implementations and shared their insights. Data were collected through lesson plans, observations, and video recordings. The changes in PTs knowledge were analyzed within the identified knowledge domains. Findings: Initially the PTs did not have doing statistics starts with statistical questions, and these questions affect all phases of doing statistics. In task design, they omitted a problem statement guiding students to formulate a question and provided limited opportunities for students to contemplate problems leading to a statistical investigation. As the lesson study progressed, they began recognizing the significance of formulating a question. They became more attentive to students prior knowledge and misconceptions. Highlights: In the development of the PTs knowledge and skills about formulating questions, some activities they conducted throughout the lesson study cycles are thought to be effective. Although they gained awareness about formulating questions in doing statistics, challenges persisted even in the last lesson study cycle. From this perspective, extended studies are necessary to elucidate the evolution of teacher knowledge.

 Purpose: This study aims to investigate the evolvement of pre-service teachers PTs content and pedagogical content knowledge related to formulating statistical questions and its role in doing statistics through their participation in a lesson study. DesignMethodologyApproach: A case study was employed, involving three PTs who participated in three lesson study sessions. Each group member implemented a lesson plan, initially in the university classroom and subsequently in a real classroom. The authors, the mentor teacher, and the group members observed the implementations and shared their insights. Data were collected through lesson plans, observations, and video recordings. The changes in PTs knowledge were analyzed within the identified knowledge domains. Findings: Initially the PTs did not have doing statistics starts with statistical questions, and these questions affect all phases of doing statistics. In task design, they omitted a problem statement guiding students to formulate a question and provided limited opportunities for students to contemplate problems leading to a statistical investigation. As the lesson study progressed, they began recognizing the significance of formulating a question. They became more attentive to students prior knowledge and misconceptions. Highlights: In the development of the PTs knowledge and skills about formulating questions, some activities they conducted throughout the lesson study cycles are thought to be effective. Although they gained awareness about formulating questions in doing statistics, challenges persisted even in the last lesson study cycle. From this perspective, extended studies are necessary to elucidate the evolution of teacher knowledge.

 Purpose: This study aims to investigate the evolvement of pre-service teachers PTs content and pedagogical content knowledge related to formulating statistical questions and its role in doing statistics through their participation in a lesson study. DesignMethodologyApproach: A case study was employed, involving three PTs who participated in three lesson study sessions. Each group member implemented a lesson plan, initially in the university classroom and subsequently in a real classroom. The authors, the mentor teacher, and the group members observed the implementations and shared their insights. Data were collected through lesson plans, observations, and video recordings. The changes in PTs knowledge were analyzed within the identified knowledge domains. Findings: Initially the PTs did not have doing statistics starts with statistical questions, and these questions affect all phases of doing statistics. In task design, they omitted a problem statement guiding students to formulate a question and provided limited opportunities for students to contemplate problems leading to a statistical investigation. As the lesson study progressed, they began recognizing the significance of formulating a question. They became more attentive to students prior knowledge and misconceptions. Highlights: In the development of the PTs knowledge and skills about formulating questions, some activities they conducted throughout the lesson study cycles are thought to be effective. Although they gained awareness about formulating questions in doing statistics, challenges persisted even in the last lesson study cycle. From this perspective, extended studies are necessary to elucidate the evolution of teacher knowledge.

Article Details

Pre-service Teachers’ Knowledge of Statistical Questions in the Context of Lesson Study

Authors:

İffet Elif Yetkin Özdemir

Publisher:

Kastamonu University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Kastamonu Eğitim Dergisi Vol.32 Issue 3, pp.408-419

Document Type:

Article

Publication Date:

7/2024

Document Language:

English

Document ID (Org No.):

2001322987

pISSN:

2147-9844

Pre-service teachers’ knowledge

Doing statistics

Statistical questions

Lesson study

Issues

Article Details

Pre-service Teachers’ Knowledge of Statistical Questions in the Context of Lesson Study

Authors: İffet Elif Yetkin Özdemir

Publisher: Kastamonu University

Main Topics: Alan Eğitimleri (Diğer)

Journal: Kastamonu Eğitim Dergisi Vol.32 Issue 3, pp.408-419

Document Type: Article

Publication Date: 7/2024

Document Language: English

Document ID (Org No.): 2001322987

pISSN: 2147-9844

Pre-service teachers’ knowledge

Doing statistics

Statistical questions

Lesson study

Issues

Authors:

İffet Elif Yetkin Özdemir

Publisher:

Kastamonu University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Kastamonu Eğitim Dergisi Vol.32 Issue 3, pp.408-419

Document Type:

Article

Publication Date:

7/2024

Document Language:

English

Document ID (Org No.):

2001322987

pISSN:

2147-9844