Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Rodrigues, Micaías Andrade; Arroio, Agnaldo

doi:10.48127/gu-nse/20.17.139

Cited by 4 publications

(4 citation statements)

References 27 publications

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“…Research on lesson studies as a teacher professional development process has shown promising results (e.g., Conceição et al, 2016;Juhler, 2018;Sims & Walsh, 2009;Zhou, Xu, & Martinovic, 2016), but investigations with Science teachers are still scarce, mainly involving inquiry tasks in Physics teaching. Moreover, much research on lesson studies involves initial teacher education in Mathematics (e.g., Baptista et al, 2014;Ponte, Quaresma, Mata-Pereira, & Baptista, 2016) and few in Physics (e.g., Baptista et al, 2013;Conceição, Baptista, & Ponte, 2020;Conceição et al, 2019;Pektas, 2014;Rodrigues & Arroio, 2020).…”

Section: Lesson Study Cyclementioning

confidence: 99%

Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks

2022

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Background: Research concerning teachers’ professional learning in lesson study has been highlighted in Physics teaching; however, studies that examine this process from the elaboration of inquiry tasks are still scarce. This kind of task makes it possible to explore physical concepts and relationships due to their open nature, which contemplates the students’ interest, involves a practical dimension, and promotes successful learning situations. Objectives: To understand Physics teachers’ professional learning in planning inquiry tasks to study Ohm’s Law. Design: The investigation, of a qualitative and interpretive nature, involved 18 meetings of 2.5 hours. Setting and Participants: The lesson study engaged four secondary public school Physics teachers from the state education network. Data collection and analysis: The empirical research material consists of data produced in the development of the inquiry tasks, the transcripts of the audio recordings of the lesson study sessions, the investigative lesson, the material produced by the students, and the transcripts of the interviews carried out at the end of the lesson study. Results: The analysis showed professional learning about the development of inquiry tasks, analysis, argument, and inference of scientific knowledge, passing through engaging, exploring, explaining, elaborating, and evaluating activities on physical concepts. Conclusions: The research contributes to the knowledge development about teachers’ professional learning, especially about the research lesson.

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Section: Lesson Study Cyclementioning

confidence: 99%

Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks

2022

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“…Investigations into lesson study as a formative process for physics teachers have shown promising results (for example, Baptista et al, 2020;Juhler, 2018;Tomkelski et al, 2022;Zhou et al, 2016), but there are still few investigations in lesson studies with teachers in the areas of the natural sciences, especially on the use of MRs in physics teaching (for example, Baptista et al, 2020;Conceição et al, 2021). In addition, much of the research on lesson studies involves initial teacher education in mathematics, and fewer studies address physics (for example, Conceição et al, 2016;Pektas, 2014;Rodrigues & Arroio, 2020). Moreover, investigations involving lesson study as a process of professional development of basic education teachers carried out in Brazil are focused on mathematics teacher education (for example, Richit et al, 2019;Rincón & Fiorentini, 2017;Wanderley & Souza, 2020) and few in physics (e.g., Rodrigues & Arroio, 2020;.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, much of the research on lesson studies involves initial teacher education in mathematics, and fewer studies address physics (for example, Conceição et al, 2016;Pektas, 2014;Rodrigues & Arroio, 2020). Moreover, investigations involving lesson study as a process of professional development of basic education teachers carried out in Brazil are focused on mathematics teacher education (for example, Richit et al, 2019;Rincón & Fiorentini, 2017;Wanderley & Souza, 2020) and few in physics (e.g., Rodrigues & Arroio, 2020;.…”

Section: Introductionmentioning

confidence: 99%

Physics teachers’ learning on the use of multiple representations in lesson study about Ohm’s law

2023

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The article analyses teachers’ learning on the use of multiple representations (MRs) in the teaching of Ohm’s law, examining them in a lesson study, structured in 18 meetings of 2.5 hours each, that addressed this physics curricular topic for the 3rd grade of high school. The qualitative research involved four teachers who teach physics in Brazilian public schools. The empirical material of the study consists of the transcriptions of the audio recordings of the lesson study sessions, interviews with the teachers at the end of the process, and students’ written registers produced during the class. From the participating teachers’ perspective, the analysis showed that the emphasis on MRs improved the teaching of Ohm’s law because it helped them obtain complementary information - to correlate the different representations;  acquire a fuller and deeper understanding of the physics concept; connect the abstract to the concrete - carry out constraint interpretations – interpreting the physical concept by familiarity and inherent properties, and interpreting and transposing representations; construct in-depth understandings – interpretations and relationships between tables, graphs and generalization of equations; and develop investigative activities encompassing abstraction, extension, and the relationship between physical quantities. Considering the complexities of MRs, teachers examined what information is actually accessible to students and how they can use it, encouraging them to seek an effective way to integrate several representations to assist in the learning process.

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“…One of the factors that influence the learning process of Physics is the psychomotor assessment and scientific attitude skills of students. Psychomotor and scientific attitudes of students toward Physics are positively correlated with learning achievement so students' positive attitudes toward Physics lessons must be improved (Perdana et al, 2019); (Rodrigues & Arroio, 2020). Therefore, a change is needed in creating new experiences for students in obtaining information in improving psychomotor and student attitudes in receiving subject matter, especially in the Simple Plane material.…”

Section: Introductionmentioning

confidence: 99%

Psychomotor and Scientific Attitude Assessment to Simple Plane Materials through Application of Direct Instruction Learning Model

Azhar

2022

J. Dig. Learning and Dist. Edu

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The purpose of this study was to analyze the psychomotor learning outcomes and scientific attitudes of students. This type of research is pre-experimental in the form of one shoot case study. The data analysis technique used is a descriptive analysis by assessing the psychomotor and scientific attitudes of students. The result of this research is that the students' psychomotor absorption ability is classified as good (80.67%). The effectiveness of learning is classified as effective (80.67%). Learning outcomes are classified as complete (88.8%) and classically, psychomotor learning objectives are declared incomplete (63.63%). The scientific attitude of students is classically categorized as high (74.27%). Analysis of psychomotor assessment and scientific attitude can help students achieve the target of completeness that has been set.

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Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Cited by 4 publications

References 27 publications

Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks

Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks

Physics teachers’ learning on the use of multiple representations in lesson study about Ohm’s law

Psychomotor and Scientific Attitude Assessment to Simple Plane Materials through Application of Direct Instruction Learning Model

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