Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography

Detalhes bibliográficos
Autor(a) principal: Liao, Tarliz
Data de Publicação: 2020
Outros Autores: Junkes de Carvalho, Jhonatas Mayke
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049
Resumo: This article is guided by the results of a research that sought to reflect on a didactic action. The methodology used is deployed by means of qualitative research, in the perspective of a case study, with a class in the public school of the Paraná state, where all individuals are high school students and belonging to a generation Z, which the general objective of the research was to verify if abstractions occurred and if cognitive appropriations were legitimized, in an interdisciplinary case of geography and mathematics, using the application LandscapAR. The results pointed to a more participatory learning process of the students in the interaction with this augmented reality application, and, in the same measure, they appropriated the intended concepts. Keywords: Geography teaching. Mathematics education. Media literacy. Augmented reality. LandscapAR.  
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spelling Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and GeographyRealidade Aumentada e Interdisciplinaridade: o Uso do Aplicativo LandscapAR no Ensino de Matemática e GeografiaThis article is guided by the results of a research that sought to reflect on a didactic action. The methodology used is deployed by means of qualitative research, in the perspective of a case study, with a class in the public school of the Paraná state, where all individuals are high school students and belonging to a generation Z, which the general objective of the research was to verify if abstractions occurred and if cognitive appropriations were legitimized, in an interdisciplinary case of geography and mathematics, using the application LandscapAR. The results pointed to a more participatory learning process of the students in the interaction with this augmented reality application, and, in the same measure, they appropriated the intended concepts. Keywords: Geography teaching. Mathematics education. Media literacy. Augmented reality. LandscapAR.  Este artigo é norteado pelos resultados de uma pesquisa que buscou refletir acerca de uma ação didática. A metodologia utilizada desdobrou-se por meio de pesquisa qualitativa, emersa em perspectiva de estudo de caso, com lócus em uma escola pública da rede estadual do Paraná, onde todos os sujeitos eram alunos de ensino médio e, pertencentes a uma geração Z, que consolida de forma mais eficaz seu aprendizado via tecnologias digitais.O objetivo geral da pesquisa foi verificar se ocorreriam abstrações e se legitmimariam apropriações cogntivas, em um viés interdisciplinar da geografia e matemática, através do aplicativo LandscapAR. Os resultados apontaram para um processo de aprendizagem mais participativo dos alunos na interação com esse aplicativo de realidade aumentada, e, na mesma medida, apropriaram-se dos conceitos pretendidos. Palavras-chave:Ensino de geografia. Educação matemática. Literacia midiática. Realidade aumentada. LandscapAR.Fundação Cecierj2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/104910.18264/eadf.v10i2.1049EaD em Foco; Vol. 10 No. 2 (2020)EaD em Foco; Vol. 10 Núm. 2 (2020)EaD em Foco; v. 10 n. 2 (2020)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049/544https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049/565autorCopyright (c) 2020 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLiao, TarlizJunkes de Carvalho, Jhonatas Mayke2020-07-30T19:33:37ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
Realidade Aumentada e Interdisciplinaridade: o Uso do Aplicativo LandscapAR no Ensino de Matemática e Geografia
title Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
spellingShingle Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
Liao, Tarliz
title_short Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
title_full Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
title_fullStr Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
title_full_unstemmed Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
title_sort Augmented Reality and Interdisciplinarity: the Use of LandscapAR Application in the Teaching of Mathematics and Geography
author Liao, Tarliz
author_facet Liao, Tarliz
Junkes de Carvalho, Jhonatas Mayke
author_role author
author2 Junkes de Carvalho, Jhonatas Mayke
author2_role author
dc.contributor.author.fl_str_mv Liao, Tarliz
Junkes de Carvalho, Jhonatas Mayke
description This article is guided by the results of a research that sought to reflect on a didactic action. The methodology used is deployed by means of qualitative research, in the perspective of a case study, with a class in the public school of the Paraná state, where all individuals are high school students and belonging to a generation Z, which the general objective of the research was to verify if abstractions occurred and if cognitive appropriations were legitimized, in an interdisciplinary case of geography and mathematics, using the application LandscapAR. The results pointed to a more participatory learning process of the students in the interaction with this augmented reality application, and, in the same measure, they appropriated the intended concepts. Keywords: Geography teaching. Mathematics education. Media literacy. Augmented reality. LandscapAR.  
publishDate 2020
dc.date.none.fl_str_mv 2020-07-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049
10.18264/eadf.v10i2.1049
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049
identifier_str_mv 10.18264/eadf.v10i2.1049
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049/544
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1049/565
dc.rights.driver.fl_str_mv Copyright (c) 2020 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 EaD em Foco
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv autor
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 10 No. 2 (2020)
EaD em Foco; Vol. 10 Núm. 2 (2020)
EaD em Foco; v. 10 n. 2 (2020)
2177-8310
reponame:EAD em Foco
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instacron:CECIERJ
instname_str Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron_str CECIERJ
institution CECIERJ
reponame_str EAD em Foco
collection EAD em Foco
repository.name.fl_str_mv
repository.mail.fl_str_mv
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