Abstract
Abstract In this article we track the effects of incorporating digital games to the initial teachers training in Physics during a course at a Brazilian public university. To this purpose, we used the production of empirical data from field observations and the preparation of reports by students during our Research-Action. We systematized our sources of information using open coding in the ATLAS.ti software and this result was discussed under the contributions of the Actor-Network Theory of Bruno Latour and collaborators. In our analysis, we identified the affectation of the pedagogical meanings of future teachers related to digital games and their incorporation into a proposal for teaching Physics.
Highlights
In this article we track the effects of incorporating digital games to the initial teachers training in Physics during a course at a Brazilian public university
Dessa forma, fundamentados nos aportes da Teoria Ator-Rede, de Bruno Latour e outros colaboradores, o objetivo deste trabalho foi rastrear efeitos da incorporação pedagógica de jogos digitais2 em uma proposta de ensino durante uma disciplina de estágio curricular de uma licenciatura em Física
Com o objetivo de rastrear os efeitos produzidos pela incorporação pedagógica de jogos digitais em uma proposta de ensino durante uma disciplina de estágio curricular de uma licenciatura em Física, empregamos estratégias de codificação aberta de dados mediadas no software ATLAS.ti
Summary
In this article we track the effects of incorporating digital games to the initial teachers training in Physics during a course at a Brazilian public university. Dessa forma, fundamentados nos aportes da Teoria Ator-Rede, de Bruno Latour e outros colaboradores, o objetivo deste trabalho foi rastrear efeitos da incorporação pedagógica de jogos digitais2 em uma proposta de ensino durante uma disciplina de estágio curricular de uma licenciatura em Física.
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