Professional learnings of future Physics and Chemistry teachers in a classroom case-study

• Autor(a) principal: Conceição, Teresa
• Data de Publicação: 2016
• Outros Autores: Baptista, Mónica, Ponte, João Pedro da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.3301

The pressing need for engage students in STS issues poses challenges to the teachers. The lesson study is a professional development model for teachers whose characteristics, collaborative and reflective, and being centred on the students allows teachers to learn how to deal with these challenges. In a lesson study, teachers raise a question of their interest, related to their students learning and plan a lesson in order to address it. Then, one teaches the class, the others observeand take notes. Afterwards, the teachers meet together to analyse and reflect on the results and evaluate the effectiveness of their options. This work is focused on the professional learning of physics and chemistry preservice teachers on the topic speed of sound, namely: (i) nature of tasks they use in the classroom; and (ii) students’ difficulties on the topic. The topic belongs to a major theme about earth sustainability and is extremely important to daily life of the students. The research methodology is qualitative and interpretative, based on naturalistic observation and the participants are three physics and chemistry preservice teachers. Data was gathered by taking field notes, video recording of sessions, and interviews and preservice teachers’ final written reflections. The results show that in this lesson study the preservice teachers learnt to perform challenging tasks, to value relevant contexts and to identify students’ difficulties in learning the subject matter.