@proceedings {15294,
	title = {As caracter{\'\i}sticas do jogo e o conhecimento profissional do professor: que pontos de contacto?},
	journal = {XVI Congresso Internacional Galego-Portugu{\'e}s de Psicopedagogia},
	year = {2021},
	pages = {1117-1129},
	address = {Braga, Portugal},
	abstract = {<p>For most teachers, the use of games is not a common practice. This limited professional experience forces the teacher to reflect on the use of games, on how to integrate them into class work, and on how to enhance the development of learning based on them. Our objective is to analyse a set of game scenarios and study aspects that characterise each of them, relating these characteristics to aspects of the professional knowledge to teach with technology. The study adopts an interpretative and qualitative methodology that seeks to understand the relationship between teachers{\textquoteright} choices and their professional knowledge. The main findings suggest that the different characteristics of the game scenarios imply the creation of different working environments in the classroom; enhance the emergence of different student difficulties, requiring different ways to support their work; allowing/promoting different conceptual approaches; and the work with different representations. These differences between the game scenarios point to different emphases on the teaching and learning knowledge and the chemistry knowledge, suggesting different mobilizations of the teacher{\textquoteright}s professional knowledge.</p>
},
	url = {https://congreso-xvigp.asocip.com/images/PDF/ATAS_XVI_CIGPP-2021.pdf},
	author = {Coelho, T and Rocha, H.}
}
