Changes in Physics and Chemistry teachers’ practices on the use of scientific representations in a Lesson Study

Abstract

This research aimed to know the Changes in Physics and Chemistry teachers’ practices on the use of scientific representations in a lesson study. A qualitative methodology with interpretative orientation was used. Participants were three pre-service Physics and Chemistry teachers involved in a Lesson Study. Data were collected through participant observation, individual written reflections and individual interviews with future teachers, at the end of the lesson study. The results showed that there were changes in the future teacher’s practices about the use of scientific representations as a pedagogical resource and about the scientific representations of natural phenomena.