Jogos digitais: perspectivas do uso no processo de ensino e aprendizagem de física

Abstract

Most students devote a significant number of hours to digital games comparable to the time devoted to school. This Undergraduate thesis aims to analyze the point of view of Physics teachers about the use of digital games in teaching. For the theoretical foundation, we present elements of David Ausubel’s theory of meaningful learning. The research methodology involved the construction of an online questionnaire, which was answered by 34 professionals involved in Physics teaching. The answers were submitted to reading and interpretation from the discursive textual analysis, which led to the construction of the following categories: Contrary, Favorable and Partially Favorable. The teachers were engaged with the theme, presenting a concern to connect the student’s experience with the classroom. Despite declaring themselves open to the use of games in teaching, teaching professionals claim to have barriers, especially structural, pointing to the existence of applications they consider more relevant than the use of digital games, such as simulations and experiments.