DIAGNOSING PEDAGOGICAL AND TECHNOLOGICAL NEEDS FOR INQUIRY-BASED TEACHING: A PARTICIPATORY ACTION RESEARCH STUDY OF SECONDARY TEACHERS

This study investigates the potential of integrating Lesson Study within a Critical Participatory Action Research (CPAR) framework to transform science teachers’ pedagogical practices in technology-integrated, inquiry-based education. Drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework, Vygotsky’s Sociocultural Theory, and Mayer’s Cognitive Theory of Multimedia Learning (CTML), the research seeks to achieve three objectives: (1) to explore how Lesson Study enhances teachers’ instructional practices in science education, (2) to co-develop contextually relevant and technologically integrated teaching materials, and (3) to identify challenges and opportunities in fostering teacher collaboration and technology integration. Adopting a qualitative research methodology, the study engages 12 secondary science teachers through iterative Lesson Study cycles of planning, implementation, observation, and reflection. Data are collected through classroom observations, reflective journals, semi-structured interviews, focus groups, and artifact analysis. Preliminary findings highlight a significant shift in teachers’ instructional approaches, with increased confidence in using technology and adopting inquiry-based methods. Collaborative processes fostered professional growth and enabled the development of teaching materials that align with curriculum standards and address student needs. However, barriers such as time constraints, varying levels of technological expertise, and infrastructure limitations underscore the need for systemic support. Triangulated data provide robust evidence for the effectiveness of Lesson Study within CPAR in addressing pedagogical and systemic challenges. This study contributes to the field by offering a scalable and replicable framework for professional development, advancing the integration of technology and inquiry-based learning in science ed.