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Publication
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Title of Article |
IMPLEMENTING LESSON STUDY OF DEVELOPING THEFERTILIZER DILEMMA STORY FOR INTEGRATED KNOWLEDGEPRACTICING |
Date of Acceptance |
14 May 2020 |
Journal |
Title of Journal |
JURNAL PENDIDIKAN IPA INDONESIA (JPII) |
Standard |
SCOPUS |
Institute of Journal |
Nationality Accredited Decree of the Minister of Research, Technology and Higher Education No. 2/E/KPT/2015 Secretariat; Gedung D5 Lt. 1 Kampus Sekaran Gunungpati Semarang, Indonesia, Postal Code 50229 |
ISBN/ISSN |
IMPLEMENTING LESSON STUDY OF DEVELOPING THE FERTILIZER DILEMMA STORY FOR INTEGRATED KNOWLEDGE PRACTICING |
Volume |
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Issue |
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Month |
June |
Year of Publication |
2020 |
Page |
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Abstract |
The paper clarified the implementing lesson study of developing the fertilizer dilemma story for integrated
knowledge practicing. Methodology regarded interpretive paradigm. The implementing lesson study for teaching
and learning the fertilizer dilemma story for integrated knowledge practicing was interpreted through participant
observation, participants‟ tasks and reflection. The participants taking part in this study were science,
mathematics, technology, and arts teachers from the same school in the Khon Kaen Primary Educational Area 3.
The school they were teaching in was a large size primary school covering kindergarten to grade 6 levels and each
grade was organized into 3 classes. Grades 1-6 and kindergarten included 21 and 7 classes, respectively. There
were averagely 25-30 students in each class, and the number of students and teachers were 820 and 45,
respectively. The implementing lesson study of fertilizer dilemma story for integrated knowledge practicing was
interpreted through document analysis and participant observation. The lesson learn on outcomes of lesson study
design – plan, see, and reflect will be categorized and discussed. The results revealed what participants‟ learning on
outcomes of lesson study design – plan, see, and reflect. In the phase of planning, the lesson learnt about
determining goals and doing the lesson planning could be summarized. In the phase of see, the highlight of
observing and suggestion on the integrated knowledge among science, technology, arts and mathematics for the
fertilizer dilemma story instruction and classroom observation will be provided. In the phase of reflect, the issues
of what members of lesson study group learned for further improving the fertilizer dilemma story integrated
knowledge practicing lesson plan will be categorized and discussed. This study may have implications for
development program for integrate the curriculum in Thailand. |
Keyword |
fertilizer, dilemma story, lesson study, integrated knowledge, STEM education. |
Author |
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Reviewing Status |
มีผู้ประเมินอิสระ |
Status |
ได้รับการตอบรับให้ตีพิมพ์ |
Level of Publication |
นานาชาติ |
citation |
true |
Part of thesis |
true |
Attach file |
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Citation |
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