Podcast as a pedagogical tool in the initial training of undergraduates in Physics

Abstract

The present work concerns the initial training of Physics teachers, aiming to study the pedagogical potential of podcasts in an introductory course of the Physics Licentiate course at the Federal University of Uberlândia, in order to make students into active participants in the teaching and learning process, in the context of remote teaching. The research was of a qualitative nature with data collection carried out through a field diary with the researchers' observations and with the filling out of questionnaires by the undergraduates. Data analysis was carried out inductively, mediated by the authors' experience in the classroom, based on a critical opening to the students' manifestations and the meanings attributed by them to the experiences relevant to the study. Results show that the podcast is a promising tool for teaching Physics, as it develops reading skills, script writing, recording, socialization, and discussion.