The contribution of the lesson study in the initial formation of teachers of physics and chemistry for the use of multiple representations in physics teaching

Authors

  • Teresa Conceição Institute of Education, University of Lisbon image/svg+xml
  • Mónica Baptista Institute of Education, University of Lisbon image/svg+xml
  • João Pedro da Ponte Institute of Education, University of Lisbon image/svg+xml

DOI:

https://doi.org/10.34624/id.v10i4.11145

Keywords:

Lesson study, Initial teacher education, Multiple representations in physics education, Kinetic energy

Abstract

This research aimed to understand what a group of physics and chemistry preservice teachers in initial teaching education learn while used multiple representations, in the teaching of kinetic energy, in a lesson study. This lesson study was carried out within a master’s degree course in physics and chemistry teaching and involved three preservice teachers. The results showed that the preservice teachers learnt to use multiple representations allowing students understand the proportionality between kinetic energy and mass and the qualitative relationship between kinetic energy and velocity.

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Published

2018-12-13

Issue

Vol. 10 No. 4 (2018)

Section

Desenvolvimento Curricular e Didática

License

The authors keep the copyright for their work, assigning the first publication rights to the journal.

The Journal Indagatio Didactica is under the CC BY 4.0 license.

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How to Cite

The contribution of the lesson study in the initial formation of teachers of physics and chemistry for the use of multiple representations in physics teaching. (2018). Indagatio Didactica, 10(4), 21-30. https://doi.org/10.34624/id.v10i4.11145