Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/714
Title: Revitalizing Japanese Lesson Study through Shared Tools Embedded in Design-Based Implementation Research
Authors: Iikubo, Shinya
Saito, Moegi
Shirouzu, Hajime
Atarashi, Erika
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Iikubo, S., Saito, M., Shirouzu, H., & Atarashi, E. (2018). Revitalizing Japanese Lesson Study through Shared Tools Embedded in Design-Based Implementation Research. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: In order to tackle the persistent problem revealed in a Japanese learning sciences project, we attempted to identify an effective design for pre-lesson study workshops that supports teachers to focus on students’ cognitive processes. A set of tools for simulating students’ learning processes enabled participant teachers to take learner-centered perspectives, which contributed to making their images of what and how the children will learn more concrete.
URI: https://doi.dx.org/10.22318/cscl2018.1525
https://repository.isls.org//handle/1/714
Appears in Collections:ICLS 2018

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