Tecnologia e astronomia no ensino médio: como ferramentas digitais e realidade aumentada potencializam a aprendizagem

Abstract

This study aims to analyze how the use of digital technologies—especially educational apps and augmented reality tools—can contribute to the teaching of Astronomy in High School, promoting more meaningful and engaging learning. The research follows a qualitative approach supported by quantitative data and was carried out with 17 second-year high school students from the public school system in Oeiras, Piauí, Brazil. Two questionnaires (diagnostic and evaluative) were applied before and after a pedagogical intervention based on active learning methodologies using three applications: Stellarium, Solar System Scope, and Solar Walk Lite. The results showed that students had limited prior exposure to Astronomy and specific technological tools, but expressed strong interest and engagement after the technological mediation. The analysis indicated improved understanding of topics such as the Solar System, planetary motion, constellations, and gravity. It is concluded that the use of digital tools enhances the teaching of Physics by supporting the comprehension of abstract concepts through visualization and interactivity. Furthermore, the integration of technology can make teaching more dynamic and aligned with the characteristics of contemporary students.