DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO

Detalhes bibliográficos
Autor(a) principal: Siqueira, Lucas Eduardo de
Data de Publicação: 2023
Outros Autores: Bedin, Everton
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Reamec
Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16304
Resumo: This study aims to analyse how pre-service teachers in the field of Physics, in light of the TPACK theoretical framework, incorporate technology into their pedagogical practices to teach Physics. Adopting a qualitative approach of basic nature, as well as a participant research procedure, 14 physics education students participated in an 8-week training workshop. In this context, data was generated through the observation of the behaviour of the students and the analysis of the lesson plans they produced. The data analysis, through inductive and interpretive-constructive approaches, highlights that the students show a strong inclination towards elements related to TPACK, such as creativity, decision-making, and collaboration, during the workshop's development and the elaboration of the lesson plans. In this sense, they establish an intrinsic connection between teaching methodology and the creation of a technologically enriched environment based on scientific content, engaging and relevant.
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spelling DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDOFROM THEORY TO PLANNING: FORMATIVE WORKSHOP AND THE DIMENSION OF THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE PROFILEDA TEORIA AO PLANEJAMENTO: OFICINA FORMATIVA E A DIMENSÃO DO PERFIL TEÓRICO CONHECIMENTO TECNOLÓGICO PEDAGÓGICO DO CONTEÚDOTeaching of PhysicsTPACKTechnological Teacher TrainingEnseñanza de FísicaTPACKFormación Docente TecnológicaEnsino de FísicaTPACKFormação Docente TecnológicaThis study aims to analyse how pre-service teachers in the field of Physics, in light of the TPACK theoretical framework, incorporate technology into their pedagogical practices to teach Physics. Adopting a qualitative approach of basic nature, as well as a participant research procedure, 14 physics education students participated in an 8-week training workshop. In this context, data was generated through the observation of the behaviour of the students and the analysis of the lesson plans they produced. The data analysis, through inductive and interpretive-constructive approaches, highlights that the students show a strong inclination towards elements related to TPACK, such as creativity, decision-making, and collaboration, during the workshop's development and the elaboration of the lesson plans. In this sense, they establish an intrinsic connection between teaching methodology and the creation of a technologically enriched environment based on scientific content, engaging and relevant.This study aims to analyse how pre-service teachers in the field of Physics, in light of the TPACK theoretical framework, incorporate technology into their pedagogical practices to teach Physics. Adopting a qualitative approach of basic nature, as well as a participant research procedure, 14 physics education students participated in an 8-week training workshop. In this context, data was generated through the observation of the behaviour of the students and the analysis of the lesson plans they produced. The data analysis, through inductive and interpretive-constructive approaches, highlights that the students show a strong inclination towards elements related to TPACK, such as creativity, decision-making, and collaboration, during the workshop's development and the elaboration of the lesson plans. In this sense, they establish an intrinsic connection between teaching methodology and the creation of a technologically enriched environment based on scientific content, engaging and relevant.Este estudo objetiva analisar de que maneira professores em formação inicial na área de Física, à luz do perfil teórico TPACK, incorporam a tecnologia em suas práticas pedagógicas para ensinar Física. Adotando uma abordagem qualitativa de natureza básica, assim como um procedimento de pesquisa participante, 14 licenciandos em Física participaram de uma oficina formativa com duração de 8 semanas. Nesse contexto, os dados foram construídos através da observação do comportamento dos licenciandos e da análise dos planos de aula por eles produzidos. A análise dos dados, através de abordagens indutivas e interpretativo-construtivas, evidencia que os licenciandos demonstram uma forte propensão à elementos relacionados ao TPACK, como criatividade, tomada de decisão e colaboração, durante o desenvolvimento da oficina e a elaboração dos planos de aula. Nesse sentido, eles estabelecem uma relação intrínseca entre a didática e a criação de um ambiente tecnologicamente enriquecedor a partir de conteúdos científicos, envolvente e de relevância.Universidade Federal de Mato Grosso (UFMT)2023-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1630410.26571/reamec.v11i1.16304 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23094REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23094REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e230942318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16304/13052Copyright (c) 2023 Lucas Eduardo de Siqueira, Everton Bedinhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSiqueira, Lucas Eduardo deBedin, Everton2024-01-28T21:08:51Zoai:periodicoscientificos.ufmt.br:article/16304Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2024-01-28T21:08:51Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
FROM THEORY TO PLANNING: FORMATIVE WORKSHOP AND THE DIMENSION OF THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE PROFILE
DA TEORIA AO PLANEJAMENTO: OFICINA FORMATIVA E A DIMENSÃO DO PERFIL TEÓRICO CONHECIMENTO TECNOLÓGICO PEDAGÓGICO DO CONTEÚDO
title DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
spellingShingle DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
Siqueira, Lucas Eduardo de
Teaching of Physics
TPACK
Technological Teacher Training
Enseñanza de Física
TPACK
Formación Docente Tecnológica
Ensino de Física
TPACK
Formação Docente Tecnológica
title_short DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
title_full DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
title_fullStr DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
title_full_unstemmed DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
title_sort DE LA TEORÍA A LA PLANIFICACIÓN: TALLER FORMATIVO Y LA DIMENSIÓN DEL PERFIL TEÓRICO DEL CONOCIMIENTO TECNOLÓGICO PEDAGÓGICO DEL CONTENIDO
author Siqueira, Lucas Eduardo de
author_facet Siqueira, Lucas Eduardo de
Bedin, Everton
author_role author
author2 Bedin, Everton
author2_role author
dc.contributor.author.fl_str_mv Siqueira, Lucas Eduardo de
Bedin, Everton
dc.subject.por.fl_str_mv Teaching of Physics
TPACK
Technological Teacher Training
Enseñanza de Física
TPACK
Formación Docente Tecnológica
Ensino de Física
TPACK
Formação Docente Tecnológica
topic Teaching of Physics
TPACK
Technological Teacher Training
Enseñanza de Física
TPACK
Formación Docente Tecnológica
Ensino de Física
TPACK
Formação Docente Tecnológica
description This study aims to analyse how pre-service teachers in the field of Physics, in light of the TPACK theoretical framework, incorporate technology into their pedagogical practices to teach Physics. Adopting a qualitative approach of basic nature, as well as a participant research procedure, 14 physics education students participated in an 8-week training workshop. In this context, data was generated through the observation of the behaviour of the students and the analysis of the lesson plans they produced. The data analysis, through inductive and interpretive-constructive approaches, highlights that the students show a strong inclination towards elements related to TPACK, such as creativity, decision-making, and collaboration, during the workshop's development and the elaboration of the lesson plans. In this sense, they establish an intrinsic connection between teaching methodology and the creation of a technologically enriched environment based on scientific content, engaging and relevant.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16304
10.26571/reamec.v11i1.16304
url https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16304
identifier_str_mv 10.26571/reamec.v11i1.16304
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16304/13052
dc.rights.driver.fl_str_mv Copyright (c) 2023 Lucas Eduardo de Siqueira, Everton Bedin
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Lucas Eduardo de Siqueira, Everton Bedin
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
dc.source.none.fl_str_mv REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23094
REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23094
REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23094
2318-6674
reponame:Revista Reamec
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Revista Reamec
collection Revista Reamec
repository.name.fl_str_mv Revista Reamec - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv revistareamec@gmail.com||
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