Realidade aumentada no ensino de física

Abstract

The present work aims to analyze how Augmented Reality (AR) can contribute to the learning process in Physics classes, from the perspective of mobile learning from the content of atomic models. Through the studies in Coimbra; Cardoso and Mateus (2013), Grasselli; Gardelli (2014), Kenski (2013), Kirner (2007), Lemos (2017), Lévy (1993; 1999), Miranda (2007) and Moran (2001) we seek the theoretical foundation. In this perspective, we aim to reflect on the importance of mobile devices in Physics classes; to understand the learning difficulties in the content of atomic models of the discipline of Physics by high school students, to identify the possibilities of applications of AR in Physics classes; and to elaborate a didactic sequence proposal for physics teachers regarding the content of atomic models. The research is characterized as qualitative, in an exploratory approach based on Gil (2008), carried out in a state school in the city of Arapiraca-AL, in two classes of basic education, 9th grade and 4 th EJA period. The data were collected through semi-structured interviews, questionnaires,participant observation and AR activities; and as a method of analysis, it was based on studies by Bardin (2011). At the end of the research, we found that AR allows the development of interactive, contextualized and well-understood classes for the study of atomic models.