Realidade aumentada como possibilidade para a aprendizagem de ciências

Abstract

The purposes expressed in the specific competences of Natural Sciences for Elementary Education, aim to guarantee students the understanding of phenomena through different Digital Technologies (TD). In this sense, we start from the assumption that technologies such as Augmented Reality (AR), when incorporated into pedagogical practices, can enable students to learn, expanding their reality, allowing the observation and understanding of the phenomena around them. The present research was expressed by the following guiding question: how can AR, in the context of Science Teaching, enable student learning? The general objective of this research was to investigate how AR, in the context of Science Teaching, enables students to learn in the final years of Elementary School. To meet this objective, we have outlined the following specific objectives: to integrate AR resources with the physical resources existing in Science classes; understand how AR can contribute to science learning; and to identify the possibilities of learning through resources in AR during Science classes. The investigation was based on the historical-social study of Vygotsky (2008) and the directions indicated by Yuen, Yaoyuneyong and Johnson (2011), for the appropriation of technology in educational contexts. In this empirical investigation, AR was studied as an instrument of pedagogical mediation and its contributions to science learning from a qualitative research with an experimental design, configured as exploratory and explanatory. Data were collected through observations, notes in field diaries, photographic records and questionnaires. Four categories of analysis were established based on the theoretical assumptions that served as the basis for the research, being these: motivation, interaction, mediation, and Scientific Literacy. According to the analysis, it was evidenced that both the guiding question of the research was answered and its general objective was met. According to the indications of this research, it was noticed that the students were motivated to learn the contents and their possible relations with their daily life based on lived experiences and exchange of experiences. Thus, this research presents significant results both for the incorporation of AR in the context of basic education, and for the area of Natural Sciences, since the activities developed through AR contributed to the development of competences and skills, formulation of hypothesis , problem solving and decision making, according to the learning proposals from the perspective of a Scientific Literacy.