EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS’ CRITICAL THINKING

TitleEFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS’ CRITICAL THINKING
Publication TypeJournal Article
Year of Publication2019
AuthorsDanday, BA, Monterola, SLC
JournalJournal of Baltic Science Education
Volume18
Issue5
Start Page692-707
PaginationContinuous
Date PublishedOctober/2019
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsCritical thinking, lesson study, multiple representations, physics education, pre-service teachers, science education
Abstract

A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers’ critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U test was utilized to ascertain statistical difference between the experimental and the control group. Results revealed significant differences in the scores between the two groups in the overall critical thinking and on its sub-domains. Findings indicate beneficial effects of the microteaching MRLS in developing pre-service teachers’ critical thinking.

URLhttp://oaji.net/articles/2019/987-1571127016.pdf
DOI10.33225/jbse/19.18.692
Refereed DesignationRefereed
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