Pedagogical Content knowledge that used Lesson Study and Open Approach: A Case Study of Lesson Study’s Grade 7 of Nongtumnongnguluam School

Abstract

The purpose of this research was to analyze the Pedagogical Content knowledge application of Lesson Study’s Grade 7 of Nongtumnongnguluam School, Khon Kaen. The target has 3 In-service teachers and 1 Pre-service. This research uses a mixed research methodology. Collect information from Lesson Study.The tools used for data collection were field note, video, questionnaire. The data will be analyzed according to the conceptual framework of Inprasitha (2017). Qualitative data analysis emphasizing protocol analysis and analytic description, quantitative research methodology in basic statistical analysis. The results show that Lesson Study’s Pedagogical Content knowledge 1) Collaboratively design a research lesson (PLAN). Use content knowledge, try to solve problems on your own, analyze textbook content, predict students' ideas, use teaching knowledge, design activities, let students approach problems personally and predict the difficulties they encounter. 2) Collaboratively observe the research lesson (DO) Teachers use content and teaching knowledge to present problem situations to students' problems, observe their reactions, and help students turn incomplete concepts into complete concepts. 3) Reflect on the research lesson (SEE) Lesson Study analyzes the long-term position of teaching development, in which Pedagogical Content knowledge is the perfect combination of content knowledge, teaching knowledge and students' thinking knowledge, to develop teachers' teaching from the perspective of learners and guide