Scholarlink

<p>Interdisciplinary lesson study plays a significant role in promoting pre-service teachers’ professional development, and has been recognized as a critical approach to improve high-level interdisciplinary education. However, due to the dynamic and complicated process of the interdisciplinary lesson study, there is a lack of research on its procedural mechanism and dynamics. As teachers’ collaborative talk gains attention, the framework of Pedagogically Productive Talk has been established to facilitate the talk analysis, with talk serving as procedural data that facilitates a deeper understanding of collaborative patterns among teachers. This study employed Social Epistemic Network Signature approach to analyze collaborative talk patterns and social ties within a team comprising 7 pre-service science teachers, 5 pre-service information technology teachers, and 3 faculty members during an offline interdisciplinary lesson study involved designing and implementing an AI-integrated science course. The findings reveal that this interdisciplinary lesson study team exhibited the characteristics of Community of Practice. A nuanced interpretation of the collaborative talk across different stages of the interdisciplinary lesson study revealed that the team focused primarily on identifying and resolving practical problems, while the faculty members played a crucial role in maintaining friendly team relationship. Suggestions are provided for facilitating collaboration in the interdisciplinary lesson study to effectively integrate AI into science curricula.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Understanding how pre-service teachers and faculty design and implement an AI-integrated science course in interdisciplinary lesson study: a social epistemic network signature approach

  • 期刊论文

  • 发表日期：

    2026年4月13日

查看全文
  • Ya Zhao,
  • Ying Xu,
  • Dongchen Pan,
  • Jimei Li,
  • Taotao Long,
  • Zhicheng Dai

摘要

Interdisciplinary lesson study plays a significant role in promoting pre-service teachers’ professional development, and has been recognized as a critical approach to improve high-level interdisciplinary education. However, due to the dynamic and complicated process of the interdisciplinary lesson study, there is a lack of research on its procedural mechanism and dynamics. As teachers’ collaborative talk gains attention, the framework of Pedagogically Productive Talk has been established to facilitate the talk analysis, with talk serving as procedural data that facilitates a deeper understanding of collaborative patterns among teachers. This study employed Social Epistemic Network Signature approach to analyze collaborative talk patterns and social ties within a team comprising 7 pre-service science teachers, 5 pre-service information technology teachers, and 3 faculty members during an offline interdisciplinary lesson study involved designing and implementing an AI-integrated science course. The findings reveal that this interdisciplinary lesson study team exhibited the characteristics of Community of Practice. A nuanced interpretation of the collaborative talk across different stages of the interdisciplinary lesson study revealed that the team focused primarily on identifying and resolving practical problems, while the faculty members played a crucial role in maintaining friendly team relationship. Suggestions are provided for facilitating collaboration in the interdisciplinary lesson study to effectively integrate AI into science curricula.