A realidade aumentada como recurso potencialmente signficativo para a aprendizagem sobre o processo de frutificação

• Ano de defesa: 2013
• Autor(a) principal: Oliveira, Alline Bettin de
• Orientador(a): Rodriguez, Rita de Cássia Morem Cóssio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Matemática
• Departamento: Faculdade de Educação
• País: BR
• Palavras-chave em Português: Ensino de ciências; Frutificação; Aprendizagem significativa; Realidade aumentada
• Palavras-chave em Inglês: Science education; Fruiting; Meaningful learning; Augmented reality
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1915

This dissertation proposal is the result of the researcher's walk in the first year of the Professional Masters in Mathematics and Science Teaching (UFPEL), which seeks to resolve epistemological concerns that were presented during the teaching of the researcher and that was reflected in their practice, while elementary school teacher at public education of Pelotas, Brazil. From the difficulty of developing the concept of fruiting, the objective is to investigate the potential of technology called Augmented Reality as a toolfor the development of a Meaningful Learning of this concept. This technology allows the visualization and interaction of students with three-dimensional structures previously modeled by the teacher meeting the particularities required for each content. To that end, we sought the theoretical in Educational Psychology from Ausubel, on which we base the research and development and construction of the pilot. In the pilot, from the investigation of students' prior knowledge, we used three-dimensional models built from the technology called Augmented Reality, as well as activities that provide for the processes of progressive differentiation and integrative reconciliation Monitoring of activities and evaluation of learning was done through of the descriptive and conceptual maps. As a result it was possible to check the students' vocabulary enrichment, further elaboration of some previous concepts, as well as identify some evidence of the incorporation of new concepts in the cognitive structure of the students.