Augmented reality as a possibility as for approach with geometric solids
This article presents qualitative research, which deals with the use of the Solids RA application, augmented reality, for pedagogical purposes, in geometry teaching activities. The objective was to investigate how an augmented reality application can contribute to the understanding of geometric soli...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Tecnológica Federal do Paraná (UTFPR) |
| Repositorio: | Actio (Curitiba) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:periodicos.utfpr:article/18072 |
| Acceso en línea: | https://periodicos.utfpr.edu.br/actio/article/view/18072 |
| Access Level: | acceso abierto |
| Palabra clave: | 7.08.04.03-6 Tecnologias Digitais; Realidade Aumentada; Sólidos Geométricos igital Technologies; Augmented Reality; Geometric Solids |
| Sumario: | This article presents qualitative research, which deals with the use of the Solids RA application, augmented reality, for pedagogical purposes, in geometry teaching activities. The objective was to investigate how an augmented reality application can contribute to the understanding of geometric solids by elementary school students. To analyze the results obtained, the significant theory anchored in the qualitative approach was used as a methodological contribution. Particularly there was an interest in understanding how this application could favor the development of students' visualization skills, in order to contribute to the construction of knowledge in geometry. As a parameter for analyzing the results, the concept of meaningful learning was used as a theoretical contribution, considering aspects such as content organization, understanding of concepts and integration of new knowledge with existing knowledge, within geometry teaching. Finally, the analysis of the activities demonstrated that there were signs of student engagement and motivation provided by the visualization of geometry concepts made available by the application, reorganizing the way in which knowledge was constructed by the students involved in this research. The use of the application enabled a response within the conception of meaningful learning theory, as it ensured a change in priority in the construction of concepts of geometric solids, since, instead of prioritizing memorization, they began to give importance to understanding the concepts presented. It was concluded that the teaching of geometry, supported by the use of augmented reality applications, can provide a distinct model for the construction of knowledge. |
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