Proposta de aprendizagem de astronomia através de realidade aumentada e ensino investigativo
Augmented Reality (AR) comes out of science fiction works and enters the educational context. This work is concerned with how this absorption by the school takes place: although the benefits pointed out by the use of this technology are already documented in the national and international literat...
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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/123456789/54510 |
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| Resumo: | Augmented Reality (AR) comes out of science fiction works and enters the
educational context. This work is concerned with how this absorption by the school
takes place: although the benefits pointed out by the use of this technology are
already documented in the national and international literature, the didactic method
that guides its use predates the technology and deserves attention. In this sense, it is
justified as it embarks on an area little explored in the literature, while also aligning
itself with national curriculum documents. It is a research with a medium degree of
innovation developed in the Pós-Graduate Program in Innovation in Educational
Technologies (UFRN), in the line of Educational Practices with Digital Technologies.
The investigated research question aims to identify the impacts of educational
practices in science allied to augmented reality and developed under the scope of
investigative teaching sequences. The main objective is to evaluate the impacts of a
methodological proposal guided by the investigative use of learning objects in
augmented reality and aims, as specific objectives, to evaluate the use of
applications by students, to investigate the reach or not of the learning objectives and
to evaluate the contributions of the paradidactic guide used in the interventions. The
methodology is of an applied and exploratory nature, having a ninth grade class as
its public, following a quali-quanti approach, guided by the case study paradigm, and
using questionnaires and usability tests as collection instruments. The results
corroborate the literature when they point out that interventions that use augmented
reality are engaging, fun and increase students' curiosity; on the other hand, he
points out that this use lacks present support from the teacher and that his absence
cripples the process of investigation and use of applications. The product built in this
dissertation was a paradidactic ebook about the solar system, containing research
proposals, recommending other materials and integrating the content with
augmented reality applications, in order to disseminate active practices mediated by technologies. |
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