Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication

Purpose The purpose of this paper is to understand what physics and chemistry preservice teachers learn on the nature of the inquiry tasks and about classroom communication in an inquiry task when they take part in a lesson study. Design/methodology/approach This is a qualitative and interpretive research which was carried out within a master’s degree course in physics and chemistry teaching with three preservice teachers. Data were collected...