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

Abstract

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.

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

“…Thus, the structure and dynamics of the research lesson on Ohm's law were constituted in a context to promote the learning of that topic (Baptista et al, 2020;Tomkelski et al, 2022) insofar as they favored the exploration of MRs and revealed their contributions to the learning of this concept, in addition to favoring new professional experiences throughout teachers' careers, contributing to their training process (Ribeiro & Ponte, 2019;. It also provided moments of interaction between the teachers that made possible the confrontation and the necessary modifications to the reinterpretation of their experiences (Flores, 2004).…”

“…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).…”