O ensino de Biologia celular através da realidade aumentada (RA) em uma escola pública do Estado do Rio de Janeiro

• Autor(a) principal: Souza, Alan Portella de
• Data de Publicação: 2019
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18532
• topic: Educational technolog; Biology teaching; Augmented reality; Biologia celular - Estudo e ensino; Material didático; Biologia (Ensino médio); Aprendizagem (Ensino médio); Tecnologia educacional; Ensino de Biologia; Realidade aumentada; CIENCIAS BIOLOGICAS::BIOLOGIA GERAL

The study of cells is extremely important for the other contents in biology understanding, constituting one of the structuring concepts of this discipline. However, most high school students have difficulties in recognizing and associating them with the physiological phenomena of the organism. The insertion of new technologies in the school environment, such as the use of augmented reality (AR), is a challenge but can contribute to minimize such difficulties and improve the teaching-learning process. This dissertation aims to present a proposal of didactic support material, using augmented reality technology (AR), in an attempt to facilitate the teaching-learning process of the subject cellular biology in high school. For this, data were collected from questionnaires applied to biology teachers who work in state schools located in the city of Rio das Ostras (RJ) and nearby cities, about the difficulties that these professionals encounter when addressing the theme cell biology in their classes. We also sought to diagnose whether they use any technological tool in their planning. The information collected through semi-structured, open and qualitative questionnaires guided the development of the final product, consisting of theoretical elements and an app developed for observation of images and videos in augmented reality (AR). The material produced was validated with teachers in a second questionnaire and after analyzing the data we concluded that it can contribute to the reduction of the abstraction inherent to the theme, adding to the other pedagogical resources used in the educational environment, reaching its goals regarding a possible facilitating tool for the teaching of cell biology.