Why do students stumble over certain concepts and ideas--such as attributing causality to correlation; revert to former misconceptions, even after successfully completing a course--such as physics students continuing to believe an object tossed straight into the air continues to have a force propelling it upward; or get confused about terminology--such as conflating negative reinforcement with punishment?

This is the first book about lesson study for higher education. Based on the idea that the best setting in which to examine teaching is where it takes place on a daily...

Why do students stumble over certain concepts and ideas--such as attributing causality to correlation; revert to former misconceptions, even after successfully completing a course--such as physics students continuing to believe an object tossed straight into the air continues to have a force propelling it upward; or get confused about terminology--such as conflating negative reinforcement with punishment?

This is the first book about lesson study for higher education. Based on the idea that the best setting in which to examine teaching is where it takes place on a daily...