PCK of Physics Teachers about the use of Multiple Representations in a Lesson Study

Authors

DOI:

https://doi.org/10.25749/sis.28904

Keywords:

PCK, multiple representations, lesson study, ohm's law, teaching physics

Abstract

This work aims to present the pedagogical content knowledge developed by Physics teachers regarding the use of multiple representations (MRs) in teaching Ohm's Law when engaged in a lesson study. Four high school Physics teachers from public schools in Brazil participated in this study. The lesson study consisted of 18 sessions, each lasting 2,5 hours. A qualitative research methodology was chosen for this study. Data were collected through audio/video recordings, interviews, and other written materials produced during the lesson study. Data analysis revealed that emphasizing MRs enhances the teaching of the topic by providing complementary information, facilitating restricted interpretations, and fostering deep understanding. Considering the complexities of MRs, the teachers examined the information accessible to students and how they can use it, encouraging them to find effective ways to integrate MRs to support the learning process.

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Author Biographies

Mauri Luís Tomkelski, Secretaria da Educação do Rio Grande do Sul – SEDUC/RS – 15ª Coordenadoria Regional de Educação – 15ª CRE Erechim, Brazil

Doutorando em Educação, na especialidade da Didática das Ciências, no Instituto de Educação da Universidade de Lisboa, Portugal. Mestre em Ensino de Ciência e Matemática pela Universidade Franciscana, Santa Maria, RS, Brasil. Professor de Física na Secretaria da Educação do Estado do Rio Grande do Sul (SEDUC/RS),  15ª Coordenadoria Regional de Educação (CRE), Erechim, RS, Brasil.

Mónica Baptista, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal

Doutora em Educação - Didática das Ciências pela Universidade de Lisboa. É professora no Instituto de Educação da Universidade de Lisboa. Tem trabalhos publicados em Portugal e no estrangeiro. Supervisiona trabalhos de mestrado e de doutoramento, estando envolvida na coordenação do Mestrado em Ensino de Física e Química da Universidade de Lisboa e da Pós-graduação em Educação STEAM. É coordenadora do projeto de investigação GoSTEM, financiado pela Fundação para a Ciência e a Tecnologia, e é coordenadora nacional de três projetos financiados pela União Europeia (STEMKey, 3C4life e ICSE Factory). As suas áreas de interesse são Educação STEM, ensino por investigação e estudos de aulas em ciências.

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Published

2023-06-30

Issue

Vol. 11 No. 2 (2023): Thinking Education in Times of Transition

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Articles

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