Aplicação de realidade virtual e aumentada em sala de aula no ensino de biologia como estratégia de metodologias ativas

Abstract

Technology implies great changes in our society and in education. Through it we can follow, in real time, what happens anywhere in the world. In education, it is no different; in the classroom, technological advances keep coming. The application of active methodologies, in particular Digital Information and Communication Technologies (ICTs) has been widely discussed in schools and is no longer restricted to computer labs. Its use must be present in the various activities, to provide students with meaningful and current learning. To deny this new era within the school environment is to promote learning barriers and to limit the work to the traditional methodologies already employed. This paper aims to develop a teaching sequence using active methodologies in education, through Augmented Reality (AR) and flipped classroom, to assist in the teaching-learning process of the Human Physiology content - circulatory system. The work was applied in classes of the 2nd year of High School at Escola Estadual Dr. Joaquim Gomes da Silveira Neto, municipality of Coronel Fabriciano - MG and classes of the 2nd year of high school at Escola Estadual Professora Ana Letro Staacks, municipality of Timóteo – MG using virtual and augmented reality through the ARLOOPA® and Human body (male)® applications. The didactic sequence was developed in four classes, distributed in two stages. In the first stage, a survey of the students' previous knowledge about the theme was carried out, followed by the updating of this knowledge with research and conversation circle carried out by the students. In the second stage, the knowledge was deepened, the students learned how to use the applications and applied what they had learned using virtual and augmented reality associated with the flipped classroom methodology. The students demonstrated engagement and interest in developing the proposed activities, corroborating that active methodologies have a positive impact on the learning process. At the end of the didactic sequence, the students made a qualitative oral evaluation of the learning acquired after the application of the investigative methodology, whose purpose was to evaluate the methodological proposal regarding the investigative process and verify if the objectives of this work were achieved. The use of the flipped classroom intensified the student-teacher interaction, since during the research for knowledge construction the students needed to turn to the teacher for clarifications and the teacher, in turn, had the opportunity to know and understand the critical points of the students. Within the objectives proposed in this work, it is observed that virtual and augmented reality, as well as the use of the flipped classroom are tools with great potential to be used effectively in the educational process.