Proposta de uma sequência didática para o ensino da relatividade geral no ensino médio com a utilização da realidade virtual
A didactic sequence based on virtual reality for teaching general relativity throughout high school. It is not new that technologies have been affecting humanity’s way of life and the way how people interacted. In the learning-teaching process, where technologies are ever closer to students and the...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46949 |
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| Resumo: | A didactic sequence based on virtual reality for teaching general relativity
throughout high school. It is not new that technologies have been affecting
humanity’s way of life and the way how people interacted. In the learning-teaching
process, where technologies are ever closer to students and the classroom, the
evolution is not different. In this context, a tool that has been obtaining space is
Virtual Reality, where the individual has the possibility to visit other environments
without leaving his/her place. In this study, we elaborated a didactic sequence by
using Virtual Reality and following the precepts of the theory of meaningfulness
of David Ausubel. This theory establishes that learning is considered significant
when the knowledge to be learned anchors itself on concepts relevant to
students. We used the scientific basis on the phenomenon that occurred in
Sobral/CE, and for what proves the General Relativity from Albert Einstein. This
theme is resident in the context of modern physics in high school which has been
a great challenge for researchers and teachers seeking forms of how to approach
this in teaching. Thus, we trying to understand how virtual reality can impact the
teaching and learning process of General Relativity, we developed this teaching
sequence. We share our approach into five moments, where students' prior
knowledge is the starting point, and, in one of those moments, we also used a
didactic space-time curvature experiment that complements the virtual reality
software simulation, whose simulation was in the fourth moment of our sequence.
All equipment and experiments of this sequence possibility the use of low-cost
items. The educational product, that is the teaching sequence, was applied in the
second half of 2019 in a public school in the state of Rio Grande do Norte. And
based on the results obtained from the application and perception with objective
criteria for measuring success. From that, we can deduce that the use of virtual
reality together with a teaching sequence, can bring positive results and
improvement in student performance during the teaching and learning process.
Moreover, we measured indicative of meaningful learning when teaching the
thematic. Globally we concluded and we are believing that this proposal to use
Virtual Reality, can be helpful throughout other levels of teaching, and impacting
other contents. Lastly, we believe that our work can contribute to future
applications and the practice of teaching. |
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