نبذة مختصرة : This article presents the Physion software and how it can be used in the training of teachers in Physics Education, not aiming to collaborate with the use of Digital Information and Communication Technologies (TDICs) in Basic Education. The methodological approach was qualitative and was based on learning approximately from Ausubel. The research was carried out in two moments, with 13 and 12 students, respectively, from the Licentiate Degree in Physics. A survey showed that most participants did not have access to educational software in their pre-university trajectory, even with some schools available and available, so it was noted that it is important to encourage their use in teacher training courses. In this sense, the objective of this work is to identify or analyze the potential of the Physion software in Physics Teaching. At the end of the research, it was found that the undergraduates, even with little time, learned to use the tool and were willing to apply it in the exercise of their function. The main contributions of this work are the presentation to the community of Physion as an educational tool for the Teaching of Physics, an example of how to explore the software's potential, its importance in teacher education and a motivation for using TDICs in Basic Education. ; Este artículo presenta el software Physion y cómo se puede utilizar en la formación de profesores en Educación Física, sin tener como objetivo colaborar con el uso de Tecnologías de Información y Comunicación Digital (TDIC) en Educación Básica. El enfoque metodológico fue cualitativo y se basó en aprender aproximadamente de Ausubel. La investigación se realizó en dos momentos, con 13 y 12 estudiantes, respectivamente, de la Licenciatura en Física. Una encuesta mostró que la mayoría de los participantes no tuvo acceso a software educativo en su trayectoria preuniversitaria, incluso con algunas escuelas disponibles y disponibles, por lo que se señaló que es importante incentivar su uso en los cursos de formación docente. En este sentido, ...
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