| Abstrakt: |
This article, published in the Kastamonu Education Journal, explores the knowledge of pre-service teachers regarding statistical questions in the context of lesson study. The study involved three pre-service teachers who participated in lesson study sessions and implemented lesson plans in both a university classroom and a real classroom. The researchers collected data through lesson plans, observations, and video recordings and analyzed the changes in the pre-service teachers' knowledge. The findings revealed that initially, the pre-service teachers lacked an understanding of how statistical questions are integral to the process of doing statistics, but as the lesson study progressed, they began to recognize the importance of formulating questions. The study suggests that further research is needed to fully understand the development of teacher knowledge in this area.This text discusses the importance of teachers' knowledge and skills in teaching statistics, particularly in formulating questions. It highlights the challenges that teachers and prospective teachers face in this area and the need for further research and support. The text also introduces lesson study as a professional development program that can help address these challenges and enhance teaching effectiveness.The study conducted a case study with prospective teachers participating in lesson study cycles to investigate changes in their knowledge and experiences. The findings show that the participants began to recognize the importance of formulating questions in doing statistics, but struggled to incorporate this understanding into their lesson plans and teaching.This study examines the knowledge and skills of pre-service teachers (PTs) in formulating questions for data analysis in statistics lessons. The study finds that initially, the PT [Extracted from the article] |
