The Development of Science Learning Management through Professional Learning Community and Lesson Study Program for Elementary Teachers without Science Education Degree

Abstract

This research aimed to: 1) investigate the problems and needs of elementary teachers with non-science degrees; 2) develop a science learning management program using a Professional Learning Community (PLC) integrated with Lesson Study (LS); and 3) examine the effects of the developed program on science teaching competencies. The study employed a Research and Development (R&D) methodology under an interpretivist paradigm. The participants included 30 elementary teachers holding non-science degrees, with four teachers selected for an in-depth study. The research instruments consisted of questionnaires, interview protocols, and science teaching competency assessment forms. The study was conducted from May 2024 to April 2025. The findings revealed that: 1) teachers experienced difficulties in science learning management, particularly a lack of science teaching skills and confidence. They expressed a need for short-term hands-on workshops combined with continuous follow-up support; 2) The developed program comprised two phases: a two-day workshop and a competency development phase implemented through PLC integrated with LS. This consisted of one online cycle and two on-site cycles based on the Plan–Do–See process. The overall satisfaction with the developed program was rated at the highest level; and 3) teachers’ science teaching competencies improved in all aspects. Teachers shifted their instructional approach from lecture-based teaching to participatory learning activities and demonstrated increased confidence. This change resulted in students exhibiting more active learning behaviors and positive attitudes toward science learning.