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This study investigates the mental imagery formed by two Physics undergraduates following their interaction with a mobile application analyzing emission and absorption light spectra. The tool, an instance of extracerebral cognitive processing, served to illuminate the internal cognitive mechanisms the students employed to understand novel knowledge. Guided by the Cognitive Networks Mediation Theory (CNMT), which underscores the significance of external tools in facilitating cognition, and drawing upon Bachelard's Epistemological Profile and Mortimer's Conceptual Profile, a novel 'Mediation Level' Profile is proposed. This profile represents the preferred type of mediation each student employed to elucidate their observations and understandings. The research utilized the Report Aloud Protocol to analyze students' verbal and gestural communications, revealing a complex pattern of various mental images developed through interaction with external objects via different levels of mediation. Notably, the psychophysical and hypercultural mediation levels stood out among the students. The implications of these findings for Physics education and future research directions are discussed, underscoring the utility of mobile applications as a supplementary tool in laboratory settings and the complexity of mental imagery in understanding physical phenomena.

Para integrar as tecnologias digitais à sala de aula, é essencial a formação qualificada de professores, onde estes possam se apropriar do uso de tecnologias digitais. Para nortear a integração de tecnologias ao ensino, o modelo teórico denominado Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK), idealizado por Mishra e Koehler em 2006, destaca a importância de relacionar o conhecimento pedagógico, tecnológico e de conteúdo dos professores. Esse estudo de método misto objetivou compreender como as percepções de licenciandos de química relacionadas às suas bases de Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK) são modificadas ao participarem de um programa de formação docente. As percepções pré e pós-participação dos futuros professores foram analisadas por meio de um questionário quantitativo aplicado a dez participantes e uma entrevista semiestruturada aplicada a dois participantes. Os resultados mostraram que após a participação no programa de formação, os professores em formação inicial demonstraram um aumento na autopercepção em relação a todas as bases de conhecimento do TPACK, principalmente no que diz respeito ao Conhecimento do Conteúdo e ao Conhecimento Pedagógico do Conteúdo. Portanto, a continuidade das pesquisas apoiadas pelo framework TPACK pode levar a práticas inovadoras na formação inicial de professores.

Copyright of Investigações em Ensino de Ciências is the property of Instituto de Fisica-UFRGS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigações em Ensino de Ciências is the property of Instituto de Fisica-UFRGS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigações em Ensino de Ciências is the property of Instituto de Fisica-UFRGS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)