Banca de QUALIFICAÇÃO: JÚLIO CÉSAR DA SILVA DANTAS

THE USE OF AUGMENTED REALITY IN SCIENCE TEACHING: A RESEARCH PROPOSAL

Augmented Reality; Science Teaching; Inquiry-based Learning.

Augmented reality (AR) leaves science fiction works and enters the educational context. It is concerned with how this absorption by the school takes place that this work arises: although the benefits pointed out by the use of this technology are already documented in national and international literature, the didactic method that guides its use comes before the technology itself and deserves attention. In this sense, it is justified as it embarks on an area little explored in the literature, also in line with national curriculum documents. The research question investigated here is: what are the impacts of educational practices in science allied to augmented reality and developed under the scope of  inquiry-based learning? The main objective is evaluate the impacts of a methodological proposal oriented to the investigative use of learning objects in augmented reality and, as specific objectives, to create the intervention and evaluation plan with the analysis criteria that will be used during the practice, to compare the students of the class that used the experiment in AR with a control class and to build the guide for the investigative use of AR with the evaluation of the intervention. It is an applied, exploratory research, following a qualitative and quantitative approach, and is guided by the case study paradigm, and will have questionnaires, usability testing and recording of interventions as data collection instruments. The results will have a group of evidence that deals with the ability of this methodology to achieve the proposed learning objectives and a second group that compares the results with a control group, in order to show the superiority of the proposed method to traditional teaching. The foreseen impacts of this work are the diffusion of augmented reality technology in the educational context and the resignification of its practice, guiding it in an active methodological direction.