Thinking and acting ‘outside the box’: digital game and production of pedagogical affectations in teacher training

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.

摘要：本研究追踪考察了巴西某公立大学物理教师职前培训课程中，融入数字游戏所产生的教学效应。为此，本研究依托行动研究（Research-Action）框架，采集实地观测获取的实证数据，并收集学生在本次研究中撰写的研究报告作为研究资料。本研究借助ATLAS.ti软件的开放式编码功能对信息源进行系统化梳理，并基于布鲁诺·拉图尔（Bruno Latour）及其合作者提出的行动者网络理论（Actor-Network Theory）对编码结果展开研讨。分析过程中，我们探明了数字游戏及其融入物理教学方案的相关实践，对职前物理教师的教学意涵认知所产生的影响。