Content area
Purpose
This study developed an online lesson study, investigated teacher professionalism after following an online lesson study and examined students' environmental literacy.
Design/methodology/approach
This study used a mixed-method research design. The qualitative approach entailed observing science learning focussing on environmental issues during Zoom meetings and interviews with teachers to gain insight into the online lesson study design. The quantitative approach involved testing learning outcomes, focussing on students' environmental literacy after one year of learning science by integrating environmental issue.
Findings
The result reveal that the online lesson study design is both asynchronous and synchronous. The teachers' teams asynchronously conduct the planning sessions. The implementation, observation and discussion sessions are conducted synchronously using an online meeting platform. Analysis of online learning during the lesson study shows that mind-on activities are performed using an online meeting platform. By contrast, hands-on activities are performed asynchronously with homework assignments. The relationship between teachers’ participation in lesson study and students' environmental literacy acquisition is positive. To improve the students' environmental literacy, online or hybrid lesson study in the future should synergise with environment-based co-curricular activities and science learning using a problem-based approach.
Research limitations/implications
The limitations of this study are linked to the research subjects, who were situated in South Tangerang, an urban area in Indonesia. The outcomes may differ if the teachers and students are situated in rural areas. Additionally, an online lesson study was conducted during the COVID-19 pandemic, when Indonesia was under lockdown. Consequently, students and teachers must be required to engage in remote learning from their homes using digital devices. Online teaching has caused suboptimal environmental literacy among students (64.55 ± 9.04), especially in terms of knowledge, skills and participation. Therefore, it is imperative to strategize for an enhanced teaching approach towards environmental issues in the classrooms. Teaching methods that actively engage students with their surrounding environment positively affect their environmental knowledge and awareness (Kalyanasundaram et al., 2024). In future lesson plans, educators should create learning activities within the classroom (intra-curricular) and involve family members at home (co-curricular). It is pivotal to incorporate tasks into online teaching that facilitate direct interaction between students and nature to shape their attitudes, behaviours and concern for the environment (Douglas et al., 2024).
Practical implications
This study’s practical implication is that integrating environmental issues with science learning by framing them as crucial problems for students significantly influences students’ environmental literacy. Teachers strive to meet environmental education objectives that encompass knowledge, awareness, attitudes, skills and participation. Furthermore, teachers use problem-based learning to further improve their students' environmental literacy.
Originality/value
This study focuses on an analyses of an online lesson study design for science learning integrated with environmental issues. It examines the direct impact of online lesson study on increasing teacher professionalism and its influence on students' environmental literacy.
Introduction
In Japan, traditionally, lesson study is conducted through in-person interactions (offline) since the Meiji era (Baba, 2017; Isoda, 2017). It has emerged as a prominent educational tradition in Japan, effectively fostering teacher professionalism (Ahlefeld et al., 2018; Edu-Port Japan, 2017).
Offline lesson study has expanded to numerous countries beyond Japan. Several of these countries have reported that implementing offline lesson studies are advantageous for enhancing teacher professionalism (Borghouts et al., 2023; Dudley, 2014; Inprasitha, 2022; Lewis et al., 2006; Liao and Wu, 2022; Ming Cheung and Yee Wong, 2014; Schipper et al., 2020). Several studies have found that lesson study significantly enhances the quality of teacher instruction, particularly in the context of learning that emphasises meaning and application (Vermunt et al., 2019). Numerous studies indirectly indicate that offline lesson study enhances students' learning outcomes and skills (Ayra and Kösterelioğlu, 2021; Dudley et al., 2019; Gholami et al., 2021; Hasan et al., 2021; Manmai et al., 2021; Thinwiangthong et al., 2021).
Typically, a lesson study is conducted offline while observing the students' learning activities in the classroom. During the COVID-19 pandemic, lesson study activities were conducted online, various lesson study designs were undertaken, including the recording of teaching videos by teachers and the subsequent review and discussion of these recorded lessons by observers (Aykan and Yıldırım, 2022; Peguera-Carré et al., 2023; Widjaja et al., 2020).
According to previous research, online lesson studies effectively enhance the teaching skills of teachers and pre-service teachers. However, research on their impact is limited. Offline lesson study has implications for both teachers and students. It transforms students' cultures, beliefs, practices, expectations and learning (Dudley et al., 2019). Additionally, it improves students’ learning outcomes in the natural sciences. However, the difference is nonsignificant compared with other classes in which the teachers do not take lesson study (Ayra and Kösterelioğlu, 2021). Other studies apply cooperative learning to biology subjects, and teacher apply lesson study, which impacts increasing students' activity and learning outcomes (Hasan et al., 2021).
It is imperative to evaluate students' learning outcomes in education programs or projects. Between 2017 and 2021, the Indonesian Education Promoting Foundation, supported by the Japan International Cooperation Agency, undertook a project to establish the subject “Environment” in junior high schools and disseminate environmental education. The development of environmental education in South Tangerang commenced with lesson study activities in Japan, involving observing and discussing environmental education practices in Japan. Subsequently, a curriculum, student textbooks and teachers' environmental education guidebooks were developed. Science teachers received training on utilising the textbooks and support to implement them through lesson study at the project's target schools. This approach assayed transferring knowledge and experience using lesson study to enhance teacher professionalism in development of curricula, textbooks and teacher guidebooks. By 2020, the environmental education project had progressed to the mentorship stage, involving the implementation of lesson study in schools. Owning to the COVID-19 pandemic, schools in South Tangerang transitioned to online learning, and therefore, lesson study is adapted for online delivery.
This project is designed to influence students by attaining the 1977 Tbilisi environmental education targets, which encompasses knowledge, awareness, attitudes, skills and participation. The fulfilment of these five environmental education targets is assessed using the Middle School Environment Literacy Survey (MSELS) instrument (Ugulu et al., 2013).
Considering the multiple environmental challenges faced by South Tangerang, it is essential to emphasise the significance of students' environmental literacy. For locals, a river with cloudy water and trash is a common sight. They do not recognise the dangers of a decrease in river quality. Based on Indonesia's national environmental quality index, there are eight provinces with a poor environmental quality index (40<IKδ50); one is the Banten province. The inferior environmental quality in Banten province is water quality, with a value of 43.11 (Rahman et al., 2020). South Tangerang is one of the four cities and four regencies that comprise the Banten province. The water quality in South Tangerang is poor because of factories and garbage piles.
This study aims to describe the practice of integrating environmental issues with science lessons through online lesson study observation. It explores the following questions: How is the design of the online lesson study implemented? How do teachers and students engage with each other during the online lesson study? Do the participating teachers perceive an improvement in their professional development? Additionally, the study aims to assess how integrating environmental issues with science learning impacts students' environmental literacy. It will also examine how teacher participation in the online lesson study influences students' environmental literacy.
Method
The study was conducted in South Tangerang, Indonesia, which comprises 24 schools across 7 districts. The teachers in 24 public junior high schools leveraged Zoom meetings to implement science learning with a specific focus on environmental issues. Over two semesters, the schools covered five environmental issues in science learning: waste problems, environmental pollution (water, soil and air pollution), environmental health, ecosystems and biodiversity.
The research sample comprised teachers from 24 public schools in South Tangerang who voluntarily participated in lesson study activities. Another sample was collected by students using the voluntary response sampling method (voluntary sampling). The study population consists of 24 schools with a total of 22,250 students. The target population was students who had received environmental education lessons from teachers with environmental education training. The research sample consisted of 1,058 students. Table 1 displays the population size and the number of students who voluntarily completed the environmental literacy test.
Throughout one year, the city government conducted 19 online lesson study activities, focussing on integrating environmental issues with the learning process. These activities witnessed the participation of teachers belonging to both similar and different districts. Seven samples were collected to assess the design of online lesson studies activities and the quality of learning that transpired during these activities. The frequency of teacher participation in online lesson study varies, with some teachers attending only once, while others attending it 11 times. On average, teachers attend these sessions five times (Table 1).
This study adopted a mixed-method research design, as illustrated in Figure 1 (Creswell and Creswell, 2018). It quantitatively evaluates the influence of environmental literacy on students after one year of integrating environmental issues with science learning. Furthermore, it ascertained whether teacher participation in online lesson study affected students' environmental literacy. It qualitatively examined the online lesson study design during science learning, the quality of interactions between students and teachers while incorporating environmental issues into online science learning, and teachers’ perceptions regarding various aspects of professional development.
The implementation activity analysed student and teacher interaction patterns during online study lessons using the Flanders Verbal Interaction Category System (Evans, 1970). Questionnaires were distributed to teachers after conducting the online lesson study activities to examine their perception regarding online lesson study. Meanwhile, a survey was conducted to explore the effect of integrating issue environmental with science learning on students' environmental literacy.
The environmental literacy question instrument was modified from MSELS. The literacy instrument consisted of 40 questions including 6 aspects: knowledge (10 questions), attitude (8 questions), participation (7 questions), awareness (5 questions), skill (5 questions), and ability to identify and analyse issues (5 questions).
The questions were tested in the field on 69 junior high school students; three were invalid. The questions used in the research were questions that were valid for the field tests. The invalid questions were numbered 5, 13 and 29. Cronbach’s alpha test was used as the reliability test for each aspect, knowledge (r 0.505> r table 0.244), attitude (0.3617> r table 0.244), participation (0.676> r table 0.244), awareness (0.3935 r table 0.244), skill (0.720> r table 0.244), and ability to identify and analyse issues (0.259> r table 0.244). Therefore, this instrument is reliable as a data collection tool.
In addition to descriptive statistics, data analysis was conducted using inferential statistics. The independent variable (X) represents the participation frequency in lesson study activities. School participation in lesson study activities is determined from attendance at lesson study training, the implementation of science learning in online classes through lesson study and the presence of teachers in lesson study reflection activities. The dependent variable (Y) represents students' environmental literacy. The effect of the lesson study on students' environmental literacy was measured by conducting a regression test between variables X and Y. A regression test was performed using the existing facilities in the numerical data processing program.
Results and discussion
Online lesson study design
A lesson study was conducted when Indonesia declared the COVID-19 pandemic emergency from August 20th to October 20th, 2020. Lesson study during the pandemic was conducted through an online meeting platform and broadcasted on social media. In the online lesson study, observer teachers, supervisors, lecturers from tertiary institutions and local service officials are directly involved in observing learning through online meeting platforms. Online lesson study steps are similar to offline lesson study. Offline and online lesson study consist of three steps “planning, implementing, reviewing.” The teachers plan the lesson plan and student worksheets together, model teachers present their learning and observers observe student activities. Teaching-related reflections and discussion are conducted at the end of the session. Observer teachers, supervisors and lecturers reveal exciting and positive aspects based on the results of their observations. The only difference lies in the place of implementation. This online lesson study is designed so that it can be conducted virtually on meeting platforms, whereas offline lesson study is conducted directly in classrooms and schools. The online lesson study design consists of three stages, as shown in Table 2.
At the initial online lesson study meeting, the practice lesson study in the online class was similar to that in the offline class; all participants opened their cameras to participate. This pattern surprised some of their students, and one student said, “Teacher, how come there are so many students? However, they are not children! Who they are?” Several students seemed uncomfortable with the screen displaying the faces of many observers, leading us to consider the online lesson study design. The observer was asked to close the camera during the observation.
A limitation of online observation is that student responses can only be viewed from videos and sounds. Although limited in observing, teachers can still observe students’ activities in online learning. The following is an example of an observer teacher's response during a lesson review.
I saw that students are very active in answering questions, and I got the way to explore so that children can be active? (Ms. Inda)
There were several students who did not activate the camera, up to 10 students. In the beginning, only a few students were active; over time, many students responded to the teacher's questions (Ms. Lusi)
In this study, the lesson study design used in this study is virtual. This design is similar to Andrew and Matshah’s (2020) study that conducts the planning stages asynchronously with online meeting platforms and implements lesson study synchronously through online meeting platforms and social media to communicate with their students, and the reflection stage via video calls. The online lesson study design differs from other research (Handayani and Triyanto, 2022; Widjaja et al., 2020), where lesson study participants do not make direct observations but instead reflect on them through videos recorded by the school. The online lesson study design is divided into observations on video recordings and direct virtual observations. The two types of online lesson study design have their own challenges, and whatever form the design takes, online lessons must comply with the rules of offline lesson study (Goei et al., 2021).
Based on the results of observations made during the online lesson study, the teachers carried out synchronous and asynchronous learning activities. The steps implemented by science teachers to teaching integrating environmental issues are listed in Table 3.
Verbal interaction between teacher and students in online lesson study
The observations during an online lesson study regarding the time used by seven model teachers in to implement environmental issues in science learning. It demonstrates that the teacher conducts online learning for 1–1.5 h. The general interaction pattern of science teachers in online lesson studies shows the dominance of the teacher's role in explaining (35%) and asking questions to students (29%). Table 4 presents the detailed data on each teacher’s the implementation of integrating environmental issues with science learning based on observations during online lesson study through an online meeting platform. In Table 4, 86% of teachers are involved in online learning, as observed from the teacher's explanation activities, which have a large percentage compared with other activities that are interactive teacher–student and student–student interaction.
The results of the expended from VICS mapping analysis based on observations of online learning show the dominant role of the teacher, in contrast, with to face-to-face learning by science teachers. In offline learning, the dominant patterns are generally found in two-way interaction between students and teachers (Albirron et al., 2019).
Analysis of the discourse during online learning shows that the teacher delivers material and provides asynchronous tasks in observation, experimentation and discussion activities. The excerpts of the discourse that occurred during online learning are as follows.
Teacher B, at 1 h 24 min, and Teacher D, at 54 min, give homework as 4R activities.
T: Now, I want to give you a particular assignment so I can give you the assignment sheet in Google Classroom. Your assignment is to make a video about 4R activities, so you can choose any 4R activities. You can choose to reduce for 4R activities. Reuse, recycle, refuse, that is it. That is what you do at home. For example, when Joshua makes robots from bottle caps; you can record that. The duration of the video is only 3–5 minutes.
Teacher F, at 1 hour 04 minutes, asked students to read out the results of their observations. So, who wants to present the challenge I gave yesterday from the corner of thinking on page 58? I have provide feedback on Google Classroom. Have you read your feedback yet? Now, who wants to read out the results of your group discussion from the point of view of page 28? Regarding the lizard surgery, mosquitoes, moths, ants, and rice are in the lizard's stomach, correct? Who would like to present the results of this discussion?
Science teachers conduct mind-on and hands-on activities based on the VICS map and discourse excerpts. The emergence of mind-on and hands-on activities shows that science teachers in online lesson study activities have implemented learning though the nature of science, namely understanding the characteristics of natural science as a process and product (Riandi, 2006).
Teachers' perceptions of the implementation of lesson study online
Lesson study is conducted 19 times annually, during which 19 model teachers practice integrating environmental issues with science teaching. The model teacher's responses during the lesson study are nervous and worried before implementing the lesson study. However, post implementing the lesson study, they feel happy after receiving responses from the teachers and feedback from the students. Additionally, model teachers reflect on their ways of teaching to become better in the future.
The responses of model teachers and teachers who observe learning towards lesson study are associated with teacher professionalism (Table 5). Based on the teacher's responses, lesson study is perceived as providing advantages for all aspects of teacher professionalism.
Furthermore, teachers who gained experience managing online classes were also expressed by the teachers in the review of the lesson session in the online lesson study. An example of the expression is as follows:
The children look enthusiastic, the teacher always praises, and the children are motivated and scramble to answer. Because the teacher often reminds the rules on Zoom, the class stays under control. You can control the camera when a child does not turn on. I learned from you about this (Ms. Heni).
The teacher lures children with questions, so they actively answer; I learn how the teacher asks questions like this (Mr Dedi)
Lesson study focuses on gaining positive experiences felt by teachers. In the reflection session on implementing environmental education through online lesson study (https://www.youtube.com/watch?v=mfJCxojjvjI), the teachers revealed that online lesson study improved their ability to teach online.
After becoming an observer in online lesson study, I tried it in class, and now I am used to doing online learning [Joko, observer]
In online lesson study, I learn how to teach online and how to make all students activate and make them enthusiastic in online learning [Inda, model teacher, and observer]
In online learning, at first I was nervous, but after a while I enjoyed it. The teaching and learning in Zoom went smoothly [Suti, model teacher]
Lesson study activities are designed to develop teacher professionalism in teaching. Teachers feel the impact directly in lesson study activities. In online lesson study, teachers also experience professional improvement, including becoming more confident in teaching, increasing collaboration and togetherness with other teachers, improving pedagogical abilities, especially in planning and teaching environmental education content, and designing learning media for online learning. This study reinforces previous research indicating that lesson study develops teachers' pedagogical abilities, especially in engaging students to construct knowledge (Elliott, 2012, 2019). Offline and online lesson study also have similar advantages, they can design teaching to deal with challenges during virtual activities (Huang et al., 2021).
Effect of lesson study on students' environmental literacy
Students’ environmental literacy measures the achievement of environmental education goals according to the 1977 Tbilisi Declaration and environmental literacy, namely the ability to identify and analyse environmental issues. Table 6 shows the low achievement of environmental goals in terms of skills and participation. In addition, improvement in acquisition is related to environmental literacy, namely the ability of students to identify and analyse issues.
Based on the regression test results, the effect of teacher activeness on lesson study (frequency at which teachers attend online lesson study on Table 1) shows a significant impact (F = 6.56 Sig 0.01). The more active the teacher is in online lesson study, the higher the students' environmental literacy. Online lesson study, like offline lesson study, positively impacts students’ learning outcomes. Furthermore, various studies indicate the favourable influence of online lesson study on students’ learning achievement (Gao et al., 2024). Even if we look at R-square, the effect of the teachers’ activeness in lesson study on student literacy is less than 1% (Multiple R 0.08; R-square 0.006; Adjusted R 0.005; Standard error 8.96).
Teachers who actively attend lesson study apply the same learning in their class, enhancing activeness in lesson study, and thus students’ environmental literacy. Table 4 presents the four environmental issues discussed during the lesson study: ecosystems, environmental pollution, waste and 4R issues, and environmental health. These four themes develop environmental literacy skills related to knowledge of ecology, self-perception, environmental sensitivity and analysis of environmental issues. The quotes from teachers who are active in lesson study below illustrate that attending lesson study motivates them to integrate environmental issues with science learning in their class.
I can apply it to learning in schools, see how to teach model teachers from various schools, take suitable lessons from them, and get to know many people in this lesson study. Not only teachers but also lecturers, IEPF members, etc. (Ms. Witri)
I became aware of other materials and exciting ways of delivering material to be applied in my class (Ms. Ria)
However, the contribution of teacher activity in lesson study to students' environmental literacy abilities is below 1% because lesson study activities directly impact teacher professionalism not students. In lesson study activities, the teacher plans, implements, observes, discusses and revises the lesson to improve the next lesson plans (Coenders and Verhoef, 2019). Click or tap here to enter text. Based on the research results, students' environmental literacy is directly influenced by school programs and activities conducted by students in class. Education programs in schools and the provision of green open spaces that enable students to conduct environmental education activities result in students obtaining a high environmental literacy average of 77 (Putra, 2022; Putra et al., 2021). Schools in which 100% of teachers and 95% of students implement Education for Environmentally Sustainable Development (EESD) show a high acquisition of environmental literacy and are significantly different from schools that do not implement EESD (Wilujeng et al., 2019). Classroom learning using problem-based learning increases environmental literacy significantly regarding students' knowledge, competence and environmental attitudes (Wajdi et al., 2022).
Limitation
The limitations of this study are linked to the research subjects, who were situated in South Tangerang, an urban area in Indonesia. The outcomes may differ if the teachers and students are situated in rural areas. Additionally, online lesson study was conducted during the COVID-19 pandemic, when Indonesia was under lockdown. Consequently, students and teachers must be required to engage in remote learning from their homes using digital devices.
Online teaching has caused suboptimal environmental literacy among students (64.55 ± 9.04), especially in terms of knowledge, skills and participation. Therefore, it is imperative to strategize for an enhanced teaching approach towards environmental issues in the classrooms. Teaching methods that actively engage students with their surrounding environment positively affect their environmental knowledge and awareness (Kalyanasundaram et al., 2024). In future lesson plans, educators should create learning activities within the classroom (intra-curricular) and involve family members at home (co-curricular). It is pivotal to incorporate tasks into online teaching that facilitate direct interaction between students and nature to shape their attitudes, behaviours and concern for the environment (Douglas et al., 2024).
Conclusion
The pedagogical implication of this study has formulated an online lesson study framework comprising four stages: plan, do, see and talk. In the “plan” phase, teachers collaborate within their sub-districts to design and organise the learning activities. The “do” phase involves implementing the planned learning, while the “see” phase entails observing students' activities during the lessons. Finally, the “talk” phase encompasses discussions and evaluations of the implemented learning activities by both the teaching participants and observers. Observations conducted during online lesson studies suggest that verbal interactions between teachers and students are teacher-centered, with teachers leading in knowledge transfer. Teachers often engage in synchronous, minds-on activities through digital meeting platforms and assign hands-on tasks for completion at home. Online lesson study practices directly contribute to increasing teacher professionalism. Teachers require professional development, particularly in innovative online learning methods, online class management and the utilisation of instructional media.
This study’s practical implication is that integrating environmental issues with science learning by framing them as crucial problems for students significantly influences students’ environmental literacy. Teachers strive to meet environmental education objectives that encompass knowledge, awareness, attitudes, skills and participation. Furthermore, teachers use problem-based learning to further improve their students' environmental literacy.
We want to thank all the individuals who contributed to this research: Dina Rahma Fadhilah as lecturer, Fahrizal Haris and Fakhrotun Nisa as UIN Syarif Hidayatullah Jakarta students. Your support and insights have been crucial to the success of this work. Also, JICA funded The Project for Establishing the Subject “Environment” in Junior High Schools and Disseminating Environmental Education.
Figure 1
Research procedure flow
[Figure omitted. See PDF]
Table 1
Population, sample and frequency of teachers attending online lesson study
| District | School | Teacher population (person) | Sum of teachers who participate in environmental education training (person) | Student population (person) | Students sample (person) | Frequency at which teachers attend online lesson study (times) |
|---|---|---|---|---|---|---|
| District 1 | School 6 | 51 | 2 | 1.200 | 116 | 3 |
| School 23 | 9 | 3 | 120 | 25 | 1 | |
| School 24 | 11 | 3 | 95 | 72 | 3 | |
| District 2 | School 2 | 50 | 5 | 1.312 | 61 | 1 |
| School 3 | 49 | 3 | 1.319 | 50 | 2 | |
| School 10 | 49 | 3 | 1.285 | – | 3 | |
| School 13 | 41 | 3 | 1.011 | – | 1 | |
| District 3 | School 4 | 46 | 4 | 870 | 88 | 8 |
| School 9 | 44 | 3 | 1.284 | 41 | 5 | |
| School 17 | 53 | 3 | 1.346 | 70 | 7 | |
| School 18 | 41 | 3 | 896 | – | 2 | |
| School 21 | 44 | 2 | 890 | – | 1 | |
| District 4 | School 5 | 50 | 3 | 834 | 138 | 11 |
| School 12 | 52 | 1 | 1.223 | 120 | 4 | |
| School 14 | 46 | 3 | 1.138 | – | 4 | |
| District 5 | School 1 | 46 | 3 | 1.296 | 34 | 6 |
| School 7 | 41 | 2 | 880 | 21 | 1 | |
| School 11 | 56 | 2 | 1.228 | 37 | 3 | |
| School 19 | 32 | 1 | 723 | 38 | 4 | |
| District 6 | School 15 | 32 | 2 | 553 | 31 | 2 |
| School 16 | 47 | 2 | 915 | 23 | 3 | |
| School 22 | 30 | 2 | 579 | – | 7 | |
| District 7 | School 8 | 30 | 3 | 540 | 38 | 1 |
| School 20 | 26 | 3 | 713 | 55 | 10 | |
| Total | 978 | 48 | 22.250 | 1.058 | – | |
Source(s): Created by authors
Table 2
Online lesson study design
| Steps of lesson study and activities | ||
|---|---|---|
| 1 | 2 | 3 |
| Planning the lesson (planning session) | Implementing lesson plan (performing and observing session) | Reviewing the lesson (talking session) |
|
|
|
Source(s): Created by authors
Table 3
Steps of integrating environmental issues with science learning conducted by the teacher during online lesson study
| Type | Media | Activity |
|---|---|---|
| Asynchronous | Group on social media | Teacher must notify students about the time and link for online learning |
| Synchronous | Online meeting platform | Teacher teaches through online meeting platforms |
| Asynchronous | Group on social media | Teacher sends assignments that must be completed after learning and provides assignment collection links |
| Asynchronous | Virtual classroom platform | Students work on and complete the assignments given by the teacher |
| Asynchronous | Virtual classroom platform | Teacher assesses the work done by students |
| Asynchronous | Virtual classroom platform | Students receive feedback from the teacher on the completed assignments |
Source(s): Created by authors
Table 4
Quantity of verbal interaction during lesson study online between teacher and students
| Teacher | Environmental issues | Learning duration (minutes) | Teacher explanation | Interaction between teacher and students | Interaction between students and teacher | Interaction between students and students | Other | Sum |
|---|---|---|---|---|---|---|---|---|
| A | Water pollution | 59 | 128 (36%) | 108 (30%) | 110 (30%) | 9 (2%) | 8 (2%) | 363 (100%) |
| B | Waste problems and 4 Rs (reduce, reuse, recycle, refuse) | 63 | 237 (42%) | 159 (28%) | 159 (28%) | 13 (2%) | 2 (1%) | 570 (100%) |
| C | Environmental health | 59 | 244 (38%) | 180 (28%) | 181 (28%) | 35 (4%) | 10 (2%) | 650 (100%) |
| D | Waste problems and 4 Rs (reduce, reuse, recycle, refuse) | 61 | 222 (39%) | 170 (30%) | 172 (30%) | 7 (1%) | 4 | 575 (100%) |
| E | Environmental health | 78 | 310 (36%) | 254 (30%) | 252 (30%) | 21 (2%) | 14 (2%) | 851 (100%) |
| F | Ecosystem | 90 | 209 (42%) | 139 (28%) | 139 (28%) | 9 (2%) | 4 | 500 |
| G | Environmental pollution | 85 | 95 (17%) | 167 (29%) | 166 (29%) | 113 (20%) | 26 (5%) | 567 (100%) |
| Average | 35% | 29% | 29% | 5% | 2% | 100% |
Source(s): Created by authors
Table 5
Advantages of lesson study based on teachers’ perception
| Teacher professionalism | Aspect | Number of opinions | Explanation |
|---|---|---|---|
| Pedagogical competence | Teaching method innovation | 5 | Many inspiring learning methods |
| Manage classes | 7 | Make students active and brave enough to express their opinions and enjoy learning | |
| Instructional media | 3 | Variations in the use of learning media and online meeting platforms | |
| Professional competence | Environmental knowledge content | 2 | Understand the concept and practice of environmental education |
| Reflection improves learning activities | 1 | Motivated to improve each learning activity | |
| Social competence | Getting together with colleagues | 2 | Discussing lesson plans together |
| Personal competence | Confidence | 2 | Being brave to appear in public |
Source(s): Created by authors
Table 6
Environmental literacy and the achievements of each aspect
| N | Minimum score | Maximum score | Mean | Std. dev | |
|---|---|---|---|---|---|
| Environmental literacy | 1.058 | 24 | 97 | 64.55 | 9.04 |
| Achievements of each aspect | |||||
| Knowledge | 0 | 100 | 69.91 | 20.59 | |
| Awareness | 20 | 100 | 70.47 | 14.49 | |
| Attitude | 14 | 100 | 72.79 | 9.45 | |
| Skill | 25 | 100 | 58.03 | 13.64 | |
| Participation | 21.40 | 100 | 66.19 | 15.83 | |
| Ability to identify and analyse environmental issues | 0 | 100 | 33.78 | 22.71 |
Source(s): Created by authors
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