Lesson Study in Physics Education to Improve Teachers’ Professional Development

This paper focuses on Physics in-service teacher training through Lesson Study—a widespread professional development practice with origins in Japanese elementary education, but which is now very popular worldwide, even in the West. The Lesson Study experimentation that we will describe was carried out in a scientific high school in Campania, in the south of Italy, and involved 14-year-old students, physics and mathematics teachers, and researchers from the University of Salerno. The Lesson Study cycle, subdivided into five steps (co-planning, teaching, observation, data analysis, and revision), focused on the interdisciplinary topic: climate change.