Potencial das Tecnologias de Informação Geográfica e da Realidade Aumentada na aprendizagem das Ciências: estudo de caso no 1.⁰ CEB
Potential of Geographic Information Technologies and Augmented Reality in Science learning: a case study in the 1st CEB

Luísa Maria Pinto Azevedo, António José Meneses Osório, Vítor Patrício Rodrigues Ribeiro

Resumo


A aprendizagem suportada por Tecnologias de Informação Geográfica (TIG) e Realidade Aumentada (RA) merece atenção no campo de estudo da Educação. A investigação de base deste artigo visa compreender as potencialidades destas tecnologias na aprendizagem dos conteúdos previstos no currículo do Estudo do Meio do 1.º ciclo do Ensino Básico, em Portugal. Sustentados na metodologia de estudo de caso os dados qualitativos foram recolhidos através da observação participante, grelhas de observação, notas de campo, trabalhos realizados pelos estudantes e na realização de um focus group. Os resultados de aprendizagem, decorrentes das atividades dinamizadas, mostram que uma adequada e intencional articulação das TIG e da RA apoiam a compreensão de conceitos e dos fenómenos e favorecem a construção do conhecimento.

Abstract

Learning supported by Geographic Information Technologies (GIT) and Augmented Reality (AR) deserves attention in the field of Education study. The basic research of this article aims to understand the potential of these technologies in learning information content in the curriculum of the Study of the Environment in the 1st cycle of Basic Education, in Portugal. Based on the case study methodology, qualitative data were collected through observation, observation grids, field notes, work carried out by students and in the realization of a focus group. The learning results, derived from dynamic activities in the classroom, show that an adequate and intentional articulation of GIT and AR support the understanding of concepts and phenomena and favor the construction of knowledge.

Keywords: Geographic Information Technology, Augmented Reality, Earthquakes, knowledge construction, 1st cycle of basic education.


Palavras-chave


Tecnologias de Informação Geográfica, Realidade Aumentada, Sismos, construção de conhecimento, 1.⁰ CEB

Texto Completo:

PDF HTML

Referências


Aggarwal, R., & Singhal, A. (2019). Augmented Reality and its effect on our life. Proceedings of the 9th International Conference On Cloud Computing, Data Science and Engineering, Confluence 2019, 510–515. https://doi.org/10.1109/CONFLUENCE.2019.8776989

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Journal of Educational Technology & Society, 17(4), 133.

Baker, T. R., Battersby, S., Bednarz, S. W., Bodzin, A. M., Kolvoord, B., Moore, S., Sinton, D., & Uttal, D. (2015). A Research Agenda for Geospatial Technologies and Learning. Journal of Geography, 114(3), 118–130. https://doi.org/10.1080/00221341.2014.950684

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education–cases, places and potentials. Educational Media International, 51(1), 1–15.

Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536–544. https://doi.org/10.1016/j.compedu.2013.02.017

Chou, T.-L., & ChanLin, L.-J. (2012). Augmented reality smartphone environment orientation application: A case study of the Fu-Jen University mobile campus touring system. Procedia-Social and Behavioral Sciences, 46, 410–416.

di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596.

Favier, T. T., & Schee, J. van der. (2014). The effects of geography lessons with geospatial technologies on the development of high school students’ relational thinking. Computers and Education, 76, 225–236. https://doi.org/10.1016/j.compedu.2014.04.004

Ferreira, V., Rosa, M. J., & Quinta e Costa, M. (2006). Caracterização da prática das Ciências no Ensino Básico – 1o Ciclo (pp. 85–91).

FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., & Thomas, R. (2013). Augmented reality and mobile learning: the state of the art. International Journal of Mobile and Blended Learning (IJMBL), 5(4), 43–58.

Hong, J. E. (2014). Promoting teacher adoption of GIS using teacher-centered and teacher-friendly design. Journal of Geography, 113(4), 139–150.

Hong, J. E. (2016). Designing GIS learning materials for K–12 teachers. Http://Dx.Doi.Org/10.1080/1475939X.2016.1224777, 26(3), 323–345. https://doi.org/10.1080/1475939X.2016.1224777

Kerski, J. J. (2008). The role of GIS in Digital Earth education. International Journal of Digital Earth, 1(4), 326–346.

Kerski, J. J., Demirci, A., & Milson, A. J. (2013). The Global Landscape of GIS in Secondary Education. Journal of Geography, 112(6), 232–247. https://doi.org/10.1080/00221341.2013.801506

Luckin, R., & Fraser, D. S. (2011). Limitless or pointless? An evaluation of augmented reality technology in the school and home. International Journal of Technology Enhanced Learning, 3(5), 510–524.

Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: a review of the literature. Technology, Pedagogy and Education, 29(2), 231–249. https://doi.org/10.1080/1475939X.2020.1737210

Maciel, O. (2017). As TIG no ensino de Geografia: conceções, usos escolares e suas condicionantes [Tese de Doutoramento, Universidade de Coimbra]. https://estudogeral.sib.uc.pt/handle/10316/32362

Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality: The potential for education. Procedia-Social and Behavioral Sciences, 103, 657–664. https://doi.org/10.1016/j.sbspro.2013.10.385

Osborne, Z. M., Gevel, S. L. van de, Eck, M. A., & Sugg, M. (2020). An Assessment of Geospatial Technology Integration in K–12 Education. Https://Doi.Org/10.1080/00221341.2019.1640271, 119(1), 12–21. https://doi.org/10.1080/00221341.2019.1640271

Schlegel, F. (2017). Science for global understanding. Science, 358(6364), 699. https://www.science.org/doi/epdf/10.1126/science.aar3789

Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024




DOI: http://dx.doi.org/10.17346/se.vol31.437

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Apontamentos



Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

e-ISSN 1647-2144 | Periodicidade semestral |Creative Commons Attribution (BY-NC-SA 4.0) | ESE de Paula Frassinetti | Apoio 

Indexação: DOAJ | ERIHPLUS | Latindex catálogo 2.0MIAR |QOAM |QualisCapes | Genamics JournalSeek |InfoBase Index | REDIB | Google Scholar Metrics (GSMIndex Copernicus International|SJIF Journal Rank|OpenAire | OEIOpen Science Directory | ROAD | Crossref |Copac (Reino Unido)|Ulrich's Periodicals DirectorySUDOC (França)OAIster |RCAAP | OpenAireMir@belSherpa Romeo