Purpose

The purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to model-based reasoning: a higher order thinking skill that is seen as one of the major reasoning strategies in science.

Design/methodology/approach

Participants of the LS team were three secondary school teachers and two educational researchers. Additionally, one participant fulfilled both roles. Both qualitative and quantitative data were used to investigate the effect of the developed lesson on students and to formulate focal points for using the LS as a research approach.

Findings

The developed lesson successfully familiarized students with model-based reasoning. Three main focal points were formulated for using LS as a research approach: (1) make sure that the teachers support the research question that the researchers bring into the LS cycle, (2) take into account that the lesson is supposed to answer a research question that might cause extra stress for the teachers in an LS team and (3) state the role of both researchers and teachers in an LS team clearly at the beginning of the LS cycle.

Originality/value

This study aims to investigate whether LS can be used as a research approach by the educational research community.

中文翻译：

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作为研究方法的课程研究：案例研究

目的

本文的目的是探讨课程学习（LS）作为（科学）教育研究方法的优点。开发了一堂课来向学生介绍基于模型的推理：一种被视为科学中主要推理策略之一的高阶思维技能。

设计/方法/方法

LS 团队的参与者是三名中学教师和两名教育研究人员。此外，一名参与者履行了这两个角色。定性和定量数据都用于调查所开发课程对学生的影响，并制定使用 LS 作为研究方法的重点。

发现

开发的课程成功地让学生熟悉了基于模型的推理。为使用 LS 作为研究方法制定了三个主要焦点：(1) 确保教师支持研究人员将研究问题带入 LS 周期，(2) 考虑到课程应该回答研究可能会给 LS 团队中的教师带来额外压力的问题，以及 (3) 在 LS 周期开始时清楚地说明研究人员和教师在 LS 团队中的作用。

原创性/价值

本研究旨在调查 LS 是否可以被教育研究界用作研究方法。