The Effect of Lesson Study on Pre-service Teachers' Noticing Skills Towards Misconceptions

Abstract

The aim of the study is to examine how lesson study activities affect pre-service classroom teachers' noticing of students' misconceptions. A qualitative research approach was adopted and action research method was used. The study was conducted with 9 pre-service teachers. The data were obtained from the observation form, video recordings, reflection reports and content notes in order to reveal how the lesson study model affected the noticing development of pre-service teachers. In addition to these, the "video exam" at the end of the Teaching Practicum-II course also constituted one of the data collection tools. Descriptive analysis was used in the study. The data obtained were analyzed by adapting the theoretical framework of "Levels of Noticing of Students' Mathematical Thinking" developed by van Es (2011) as "Levels of Noticing of Students' Misconceptions" in order to reveal pre-service teachers' noticing of students' mathematical thinking. As a result of the study, it was concluded that the noticing skills of the lesson study group pre-service teachers, were mainly level 3 or level 4, while the noticing skills of the comparison group pre-service teachers were mainly level 1 and level 2.

Keywords

• noticing
• lesson study
• teacher education
• misconception

Kaynakça

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