Ensino de história: realidade aumentada enquanto recurso pedagógico
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional PUCRS |
Texto Completo: | https://hdl.handle.net/10923/18038 |
Resumo: | Introduction: Education in the 21st century has brought challenges to History teachers that need to be overcome. Digital technologies, when used as pedagogical resources, can collaborate in this task. Augmented Reality (AR) is a digital technology that projects digital objects in real environments. AR may be considered a potential pedagogical resource that integrates playful, interactive, and technological elements in History teaching. Objective: We aim to identify potentialities, challenges, and limitations of using Augmented Reality as a pedagogical resource, based on perspectives and experiences of graduate students and professionals in History teaching. Methodology: We use Participatory Qualitative Research along with Action Research methods to analyze data collected from experience reports written for the extension course entitled “History Teaching: Augmented Reality as pedagogical resource”, relating them to the theoretical conceptions established. Data were collected from questionnaires applied to the participants as the course’s evaluative activities. Results: The participants demonstrated a positive attitude towards the use of Augmented Reality in their pedagogical practices, presenting different possibilities of use of this digital technology in History teaching. Conclusions: Augmented Reality is a digital technology that enhances History teaching, even though there are technical and pedagogical limitations to be faced by teachers and other users. It is pertinent to continue investigating AR’s potential as a pedagogical resource for History teaching, its impacts and students learning outcomes. |
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Castro, Thomas Selau deKampff, Adriana Justin Cerveira2021-08-21T12:08:57Z2021-08-21T12:08:57Z2021https://hdl.handle.net/10923/18038Introduction: Education in the 21st century has brought challenges to History teachers that need to be overcome. Digital technologies, when used as pedagogical resources, can collaborate in this task. Augmented Reality (AR) is a digital technology that projects digital objects in real environments. AR may be considered a potential pedagogical resource that integrates playful, interactive, and technological elements in History teaching. Objective: We aim to identify potentialities, challenges, and limitations of using Augmented Reality as a pedagogical resource, based on perspectives and experiences of graduate students and professionals in History teaching. Methodology: We use Participatory Qualitative Research along with Action Research methods to analyze data collected from experience reports written for the extension course entitled “History Teaching: Augmented Reality as pedagogical resource”, relating them to the theoretical conceptions established. Data were collected from questionnaires applied to the participants as the course’s evaluative activities. Results: The participants demonstrated a positive attitude towards the use of Augmented Reality in their pedagogical practices, presenting different possibilities of use of this digital technology in History teaching. Conclusions: Augmented Reality is a digital technology that enhances History teaching, even though there are technical and pedagogical limitations to be faced by teachers and other users. It is pertinent to continue investigating AR’s potential as a pedagogical resource for History teaching, its impacts and students learning outcomes.Introdução: A Educação do século XXI trouxe aos docentes de História um conjunto de desafios que precisam ser superados. As tecnologias digitais, quando utilizadas enquanto recursos pedagógicos, podem colaborar nesta tarefa. A Realidade Aumentada, tecnologia digital que possibilita projeção de objetos digitais em ambientes reais, apresenta-se como potencial recurso pedagógico a partir da integração de elementos lúdicos, interativos e tecnológicos às práticas de ensino de História. Objetivo: Identificar as potencialidades, os desafios e as limitações da utilização de Realidade Aumentada enquanto recurso pedagógico, a partir das perspectivas e das experiências de graduandos e graduados em História. Metodologia: Pesquisa Participante, qualitativa, integrada ao grupo de metodologias de pesquisa ativas. Orientada pela relação entre concepções teóricas já estabelecidas e perspectivas e relatos de experiências dos concluintes do curso de extensão comunitária denominado “Ensino de História: Realidade Aumentada enquanto recurso pedagógico”, o qual se constitui como ambiente para coleta de dados a partir de questionários aplicados enquanto atividades avaliativas do próprio curso. Resultados: Os participantes apresentaram posicionamento positivo para com o uso de Realidade Aumentada em suas práticas pedagógicas, demonstrando diferentes possibilidade de uso dessa tecnologia digital no ensino de História. Conclusões: A Realidade Aumentada se constitui como tecnologia digital que potencializa o ensino de História, ainda que existam limitações técnicas e pedagógicas a serem enfrentadas pelos docentes e pelos demais usuários. Orienta-se a continuidade das investigações acerca das potencialidades desta tecnologia enquanto recurso pedagógico para ensino de História e dos impactos e dos resultados de aprendizagem obtidos pelos estudantes.Made available in DSpace on 2021-08-21T12:08:57Z (GMT). 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dc.title.pt_BR.fl_str_mv |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
title |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
spellingShingle |
Ensino de história: realidade aumentada enquanto recurso pedagógico Castro, Thomas Selau de HISTÓRIA - ENSINO TECNOLOGIA EDUCACIONAL TECNOLOGIA DIGITAL PRÁTICA DE ENSINO EDUCAÇÃO |
title_short |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
title_full |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
title_fullStr |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
title_full_unstemmed |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
title_sort |
Ensino de história: realidade aumentada enquanto recurso pedagógico |
author |
Castro, Thomas Selau de |
author_facet |
Castro, Thomas Selau de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Castro, Thomas Selau de |
dc.contributor.advisor1.fl_str_mv |
Kampff, Adriana Justin Cerveira |
contributor_str_mv |
Kampff, Adriana Justin Cerveira |
dc.subject.por.fl_str_mv |
HISTÓRIA - ENSINO TECNOLOGIA EDUCACIONAL TECNOLOGIA DIGITAL PRÁTICA DE ENSINO EDUCAÇÃO |
topic |
HISTÓRIA - ENSINO TECNOLOGIA EDUCACIONAL TECNOLOGIA DIGITAL PRÁTICA DE ENSINO EDUCAÇÃO |
description |
Introduction: Education in the 21st century has brought challenges to History teachers that need to be overcome. Digital technologies, when used as pedagogical resources, can collaborate in this task. Augmented Reality (AR) is a digital technology that projects digital objects in real environments. AR may be considered a potential pedagogical resource that integrates playful, interactive, and technological elements in History teaching. Objective: We aim to identify potentialities, challenges, and limitations of using Augmented Reality as a pedagogical resource, based on perspectives and experiences of graduate students and professionals in History teaching. Methodology: We use Participatory Qualitative Research along with Action Research methods to analyze data collected from experience reports written for the extension course entitled “History Teaching: Augmented Reality as pedagogical resource”, relating them to the theoretical conceptions established. Data were collected from questionnaires applied to the participants as the course’s evaluative activities. Results: The participants demonstrated a positive attitude towards the use of Augmented Reality in their pedagogical practices, presenting different possibilities of use of this digital technology in History teaching. Conclusions: Augmented Reality is a digital technology that enhances History teaching, even though there are technical and pedagogical limitations to be faced by teachers and other users. It is pertinent to continue investigating AR’s potential as a pedagogical resource for History teaching, its impacts and students learning outcomes. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-08-21T12:08:57Z |
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2021-08-21T12:08:57Z |
dc.date.issued.fl_str_mv |
2021 |
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info:eu-repo/semantics/publishedVersion |
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masterThesis |
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Pontifícia Universidade Católica do Rio Grande do Sul Porto Alegre |
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Pontifícia Universidade Católica do Rio Grande do Sul Porto Alegre |
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