Explorando a construção e avaliação de jogos didáticos na formação de professores de ciências: um olhar pelos focos da aprendizagem docente

Abstract

The present study presents research conducted at the Universidade Federal da Fronteira Sul – Campus Realeza, whose objective was to identify the contributions of planning, creating, and evaluating educational games to the initial training of science teachers. For this purpose, a Pedagogical Workshop was held during the I Academic Week of Physics and Chemistry (I SAFQ), with the participation of 21 undergraduate students from the Chemistry, Physics, and Biological Sciences degree programs. During the workshop, theoretical-methodological concepts related to the creation and use of educational games were addressed, which were later developed by the participants using a digital tool. Data collection occurred in two stages: 1) Initial Questionnaire (QI) conducted prior to the workshop activities and 2) Final Questionnaire (QF) conducted after the activities. The qualitative methodology employed for analysis was inspired by Discursive Textual Analysis (DTA), and the Strands of Teacher Learning (FAD) were adapted to the context of the investigation and used as a priori categories. The results revealed the occurrence of responses in practically all foci, for both the QI and QF, with emphasis on Focus 1* [interest in educational games] and Focus 2* [practical knowledge of educational games], demonstrating that the workshop served as a significant first contact for the participants with the work on educational games. However, the low number of responses in Focus 5* revealed the need for broader and more continuous training regarding the use of educational games, essential for strengthening the teachers' identity and autonomy concerning the use of this tool.