Journal of Education & Social Policy

Influence of Lesson Study Using Inquiry-Based 7e Model to Elementary Pre-Service Teachers’ Interest and Achievement in Science
Kevin Client B. Matutes, Omyel-Khair P. Sangcopan

Abstract
Even today, the pursuit of effective approaches in science teaching takes precedence in science education research, with the sole goal of allowing learners to comprehend and construct the basic systems of the world and beyond. This stage of learning is even more significant in a learner's formative years, where teachers play a significant role in the process. This study investigated interest in science and test scores for 19 pre-service elementary general education teachers at Initao College, Philippines, for two consecutive semesters of the school year 2021-2022 in a science teaching course using lesson study as an intervention. The lesson study utilized an inquiry-based 7E approach for all developed lessons covered in the elementary science K–12 curricula. Although results of the paired T-test revealed that the difference in the level of interest in the subject of the participants before (M = 3.802, SD = 0.515) and after (M = 3.811, SD = 0.480) the school year of the elementary science lesson study is not large enough to be statistically significant, t (18) = 0.060, p = 0.956, d = 0.013, all highly agree that the things they learn in science should be valued. Additionally, test scores for assessing mastery of content were interpreted as high in all disciplines involved. Hence, this study supports a number of research claims on the significant effect of lesson studies on strengthening the content knowledge of science teachers—a very important tool to bridge the gap between concept and understanding.

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