Mediated action and educational games: a study with high school students in a physics classroom

• Autor(a) principal: Barcellos, Leandro da Silva
• Data de Publicação: 2021
• Outros Autores: Bodevan, Jéssica Adriane de Souza, Coelho, Geide Rosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/72011

This research aims to analyze the verbal interactions of students mediated by the board game Electron Escape and the language in a physics’ classroom. This game involves questions with answers should be validating by players on the basis of scientific models in the cards of the game. Therefore, it is of our interest to know: how the students lead the match mediated by the game and the language? What are the game’s potentialities, as a resource, for the physics teaching? For this, we realize a qualitative and case study research in the first year High School students in a public school in Vila Velha, Espírito Santo, in the last trimester of 2018. The students were divided in groups to play Electron Escape. The verbal interactions were collected as audio recordings. The analytics’ process relied on sociocultural perspective. The results show that the board game encouraged the rescue of contents and the use of scientific terms in the elaboration of answers. It may contribute to revision of the physics’ content. The students changed the game’s system from competitive to cooperative. Also, the students establish low rigor to validation the answers and so incorrect models were accepted. We consider that the results bring about an important contribution to rethink about the ways of use Electron Escape and the teacher’s role for the use of mediacional means.