A utilização do material didático baseado em realidade aumentada como estratégia educacional no conteúdo de óptica geométrica para estudantes do ensino médio

Abstract

The teaching of Physics, in general, has some peculiarities in its dissemination, especially concerning high school education. Thus, this study aims to introduce a potentially significant didactic material in Geometric Optics content based on Ausubel's meaningful learning within Moreira's perspective (2006), contributing to the teaching and learning of students in the public school system in the municipality of Oeiras-PI. Considering the strategies used in the classroom, such as a historical approach to concepts, the promotion of experimental activities fostering greater creativity and interaction, and the introduction of a prototype of Mobile Augmented Reality developed to mitigate the educational impacts caused by the absence of Physics laboratories and visual aspects related to physical events. For this purpose, a mixed study was chosen, combining qualitative and quantitative approaches within an exploratory research classification, initially verifying prior knowledge through a structured questionnaire. The second phase involved the application of the didactic material, followed by a post-questionnaire to assess the acquired learning, and subsequently, in the third phase, the investigation of the technological resource was evidenced based in a semi-structured questionnaire following the MARREA model aligned with the Likert scale, alongside an open question for participants to highlight their considerations regarding the used mechanism. Taking into account the data collected from the analysis of the evaluation instruments, it is worth noting that the achieved results were positive, as the employed strategies were capable of promoting new learning situations related to those already existing in the students' cognitive structure. Thus, it was concluded that the conceptual development, experimental practices, as well as the prototype of Augmented Reality, resulted in significant aspects both for understanding the content and for factors related to interaction, motivation, engagement, and active learning, positively contributing to changes in the perspectives that students had regarding the Physics discipline.