Utilização da realidade aumentada na abordagem didática de aspectos do conteúdo de reações químicas no ensino médio

Abstract

The significant increase in publications on Augmented Reality (AR) in Chemistry teaching has attracted attention, especially in the years 2019 to 2022. The ease of handling by students, ubiquity, and mobility may be factors that explain this diffusion, along with the pandemic context. In this sense, this research work aimed to produce a sequence of activities as a proposal for an Educational Product, addressing aspects of the content of Chemical Reactions in high school, using augmented reality. The focus of the investigation was to analyze barriers and potentialities of the proposal, based on the perceptions of the students participating in the research and how the meanings about this content could be mobilized by them in the context of the activities surrounding the use of the tool. Empirical data collection took place in a first-grade high school class at a public school in Natal-RN. For data collection, a field diary, audio recordings, and written productions throughout the sequence of activities were used. The analysis of the collected information considered theoreticalmethodological contributions from a qualitative approach. Findings suggest an emergence of different meanings and expressions from students regarding the subject matter of knowledge, favoring the investigation of previous ideas that contributed to teaching planning. The generation of new ways of interaction between students and the teacher, and among the students themselves, in the context of activities, was also observed. This provided new forms of visualization, descriptions, and interpretations of evidence of chemical phenomena. Such observations may have contributed to fostering questions and reflections associated with the understanding of models and levels of chemical knowledge, which would possibly not be raised in conventional classes. The strategy offers a useful didactic proposal, guiding teachers to enhance creativity and direct them toward articulated, dynamic, and well-founded planning.