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Contributos da realidade aumentada e gamificação para a construção de explicações científicas sobre combustíveis, energia e ambiente
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A constante evolução tecnológica e científica da sociedade atual cria desafios na educação, obrigando as escolas a desenvolverem e aplicarem novas estratégias de ensino que permitam os alunos desenvolver competências essenciais para que os alunos consigam enfrentar todos os futuros desafios. Torna-se, por isso, relevante munir os alunos de competências digitais e desenvolver competências na interpretação de fenómenos que os rodeiam, nomeadamente no desenvolvimento de explicações científicas (EC).
Deste modo, o objetivo deste trabalho foi conhecer de que forma a realidade aumentada (RA) e a gamificação apoiam a construção de explicações científicas por parte dos alunos sobre o tema da Energia do programa de 12.º ano de escolaridade de Química, tendo por base as seguintes questões: “Que evolução ocorre nas explicações científicas construídas pelos alunos após o uso da RA e gamificação?”, “Qual é a natureza das explicações científicas construídas pelos alunos quando envolvidos na RA e gamificação?” e “Que dificuldades sentiram os alunos na construção de EC quando envolvidos na RA e gamificação?”.
Para dar resposta às questões foram elaboradas e realizadas cinco tarefas, que tiveram a duração de oito aulas de noventa minutos. Todas as tarefas foram desenvolvidas de acordo com o modelo “What?” “How?” e “Why?” (WHW) para a construção de explicações científicas e com o intuito dos alunos explorarem conceitos através da RA e/ou gamificação, partindo de fenómenos relacionados com temas atuais e do quotidiano dos alunos, de forma a ir ao encontro dos seus interesses.
As tarefas foram realizadas numa escola localizada na região de Almada, a uma turma de 12.º ano de Química, constituída por 20 alunos, 10 raparigas e 10 rapazes, com idades compreendidas entre os 17 e os 18 anos. Recorreu-se a uma metodologia de investigação qualitativa, tendo sido aplicados diferentes instrumentos de recolha de dados, nomeadamente um questionário, notas de campo e registos escritos.
Os resultados mostraram que o recurso a elementos de RA e gamificação podem ter um impacto positivo na construção de explicações científicas por parte dos alunos, na medida em que a maioria conseguiu elaborar explicações científicas complexas, evidenciando uma maior facilidade em explicar um fenómeno observável com recurso a elementos submicro, o que constitui um dos maiores desafios do ensino da Química. No entanto, foi, também, possível verificar limitações na utilização destes recursos, nomeadamente ao nível das informações
teórica e textual disponível em recursos baseados em RA e gamificação, que são essencialmente gráficos.
The constant technological and scientific evolution of today's society presents challenges in education, requiring schools to develop and implement new teaching strategies that enable students to acquire essential skills to face future challenges. It becomes relevant, therefore, to equip students with digital competences and develop their ability to interpret the phenomena around them, particularly in constructing scientific explanations. Thus, the objective of this study was to understand how augmented reality (AR) and gamification support students in constructing scientific explanations on the topic of Energy from the 12th-grade Chemistry curriculum. The study aimed to answer the following research questions: "What changes occur in students' scientific explanations after using AR and gamification?", "What is the nature of the scientific explanations constructed by students when involved in AR and gamification?", and "What difficulties do students encounter in constructing scientific explanations when engaged in AR and gamification?". To address these questions, five tasks were designed and implemented, spanning eight 90-minute classes. All tasks were developed following the "What? How? Why?" (WHW) model for constructing scientific explanations, and aimed at allowing students to explore concepts through AR and/or gamification, based on phenomena related to current and everyday topics that align with their interests. The tasks were conducted in a school located in the Almada region, with a Chemistry class of 20 students, consisting of 10 girls and 10 boys, aged between 17 and 18 years. A qualitative research methodology was employed, utilizing various data collection instruments, including a questionnaire, field notes, and written records. The results showed that the use of AR and gamification elements can have a positive impact on students' construction of scientific explanations. The majority of students were able to develop complex scientific explanations, demonstrating an increased ability to explain observable phenomena using submicroscopic elements, which is one of the main challenges in teaching Chemistry. However, limitations in the use of these resources were also observed, particularly in terms of theoretical and textual information available in AR and gamification-based resources, which are primarily graphical.
The constant technological and scientific evolution of today's society presents challenges in education, requiring schools to develop and implement new teaching strategies that enable students to acquire essential skills to face future challenges. It becomes relevant, therefore, to equip students with digital competences and develop their ability to interpret the phenomena around them, particularly in constructing scientific explanations. Thus, the objective of this study was to understand how augmented reality (AR) and gamification support students in constructing scientific explanations on the topic of Energy from the 12th-grade Chemistry curriculum. The study aimed to answer the following research questions: "What changes occur in students' scientific explanations after using AR and gamification?", "What is the nature of the scientific explanations constructed by students when involved in AR and gamification?", and "What difficulties do students encounter in constructing scientific explanations when engaged in AR and gamification?". To address these questions, five tasks were designed and implemented, spanning eight 90-minute classes. All tasks were developed following the "What? How? Why?" (WHW) model for constructing scientific explanations, and aimed at allowing students to explore concepts through AR and/or gamification, based on phenomena related to current and everyday topics that align with their interests. The tasks were conducted in a school located in the Almada region, with a Chemistry class of 20 students, consisting of 10 girls and 10 boys, aged between 17 and 18 years. A qualitative research methodology was employed, utilizing various data collection instruments, including a questionnaire, field notes, and written records. The results showed that the use of AR and gamification elements can have a positive impact on students' construction of scientific explanations. The majority of students were able to develop complex scientific explanations, demonstrating an increased ability to explain observable phenomena using submicroscopic elements, which is one of the main challenges in teaching Chemistry. However, limitations in the use of these resources were also observed, particularly in terms of theoretical and textual information available in AR and gamification-based resources, which are primarily graphical.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Realidade aumentada Desenvolvimento das competências Gamificação Combustíveis Energia Química - Estudo e ensino Relatórios da prática de ensino supervisionada - 2023