Didactic Knowledge of Physics Teacher's in Lesson Study

Dados Bibliográficos

ID5866554
AutoresMauri Luís Tomkelski (0000-0001-6395-7086, Secretaria da Educação do Estado do Rio Grande do Sul (SEDUC), Brasil), Adriana Richit (0000-0003-0778-8198, Universidade Federal da Fronteira Sul), Marlyse Baptista (0000-0003-1609-5764, University of Lisbon)
Ano2025
Volume41
Data de publicação2025-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducar em Revista (JOURNAL)
Identificadores do periódicoISSN: 0104-4060 • E-ISSN: 1984-0411
EditoraFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1984-0411.94801-t
OpenAlexW4412928720
SCIELO_PIDS0104-40602025000100137
IdiomaEN
Referências citadas21

We examined the contributions of lesson study to the development of didactic knowledge among physics teachers about the curricular topic of Ohm's Law. The research involved four physics teachers in public high schools in Rio Grande do Sul state, Brazil. The empirical material consists of transcriptions of audio recordings of lesson study sessions, interviews carried out with teachers, as well as materials produced by students in the research lesson. A qualitative and interpretative analysis showed that the development of teachers' didactic knowledge involves deepening their knowledge of physics for teaching a specific physics topic, as well as strategies for teaching in the classroom. In relation to knowledge of physics for teaching, the evidence is related to the curricular content and the contextualization of the content. In relation to teaching strategies, the importance of using teaching resources, the relevance of investigations in the classroom and collective discussion at the end of the class stand out

Mathematics education · Pedagogy · Education and Technology Integration · Education Practices and Challenges · Psychology · Science Education and Pedagogy