The Social Representations of Undergraduate Students in Physics Teaching Degree about the Virtual Learning Environment in Support of Emergency Remote Teaching

Abstract

Abstract. The Covid-19 pandemic has significantly affected the lives of students, teachers and other sectors of society around the world. Due to the need for social distancing, schools and universities have had to adapt their classes to so-called virtual learning environments. There is a large number of works in the literature on the impacts of the pandemic on students' learning and behavior, but, without a doubt, there is room for investigation of possible social representations consolidated by massive exposure to digital communication and information technologies. In this sense, this work sought to map the social representations of a group of undergraduate students in physics teaching degree about the virtual learning environment during emergency remote teaching. Supported by the theoretical-methodological framework of the Central Core Theory, the results showed that students considered the importance of adopting the technological tool during the period of emergency remote teaching; however, they indicated that their teachers were unprepared in their use. Showing, therefore, the need for continued training for teachers working in the degree course in physics, aiming, above all, or working with technological tools aligned with pedagogies that potentialize the participation of students.

Keywords: Virtual learning environment. Social representations. Initial teacher training. Emergency remote teaching.