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.,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 from participant observation with video recording, interviews, written reflections and group report by the preservice teachers. This two-cycle lesson study was conducted over 12 sessions. The data analysis took place through asking questions and using the constant comparison method, which allowed the identification of the most relevant issues about the preservice teachers learning according to the categories nature of the inquiry tasks and communication promoted by the teacher.,The results show that the preservice teachers learnt to identify the characteristics of inquiry tasks, how to develop an inquiry task when planning the research lesson and acknowledged its potential for student learning. Moreover, the preservice teachers acknowledged the fact that the classroom communication promoted by the teacher fostered student participation, negotiation of meanings about scientific concepts and construction of new learning that can be shared within the class.,Research is needed as regards how initial teacher education providers may contribute to the learning of preservice teachers in lesson study in initial teacher education programmes.,This research contributes to show potentialities of lesson study in the initial teacher education of preservice physics and chemistry teachers.

中文翻译：

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课堂学习作为职前物理和化学教师学习探究任务和课堂交流的触发器

本文的目的是了解物理和化学职前教师在参与课堂学习时在探究任务的性质和探究任务中的课堂交流方面学到了什么。,这是一项定性和解释性的研究。与三名职前教师一起学习物理和化学教学硕士学位课程。数据是由职前教师通过参与观察、录像、访谈、书面反思和小组报告收集的。这两个周期的课程研究进行了 12 节课。数据分析是通过提问和使用不断比较的方法进行的，从而可以根据探究任务的类别性质和教师推动的交流，识别与职前教师学习最相关的问题。,结果表明，职前教师学会了识别探究任务的特征，如何发展计划研究课程时的一项探究任务，并承认其对学生学习的潜力。此外，职前教师承认这样一个事实，即教师促进的课堂交流促进了学生的参与、关于科学概念的意义协商以及可以在班级内共享的新学习的构建。